Multimedia Glosses and Their Effect on L2 Text Comprehension and Vocabulary Learning
Multimedia Glosses and Their Effect on L2 Text Comprehension and Vocabulary Learning
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多媒体词汇及其对二语文本理解和词汇学习的影响
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Íñigo Yanguas
中科院分区：
文献类型：
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作者：
Íñigo Yanguas
本研究探讨了不同类型的多媒体注释，即文本注释、图片注释和文本+图片注释，在以完全理解计算机文本为目标时对文本理解和词汇学习的影响。本研究基于注意的理论框架，认为注意在二语习得过程中起着至关重要的作用（Robinson, 1995; Schmidt, 1995, 2001; Tomlin and Villa, 1994）。94名参与者在四种注释条件下阅读一篇文章，同时被要求大声思考。本研究调查了是否有任何条件促进注意，以及这种注意是否导致更好的理解文本和目标词汇的学习。阅读理解，识别和生产措施在前后测试设计中使用。对收集到的数据进行定量和定性分析的结果表明，首先，所有多媒体注释组注意和识别的目标单词明显多于对照组。第二，各组在目标词汇的产生上没有发现显著差异。最后，在理解方面，结果显示组合光泽组显著优于所有其他组。这些结果证实了所调查的多媒体词汇对理解和词汇学习分别有不同的影响。
The present study investigates the effects that different types of multimedia glosses, namely textual, pictorial, and textual + pictorial, have on text comprehension and vocabulary learning when the goal is exclusively comprehension of a computerized text. This study is based on the theoretical framework of attention, which maintains that attention is critical in the acquisition process of an L2 (Robinson, 1995; Schmidt, 1995, 2001; Tomlin and Villa, 1994). Ninety-four participants read a text under one of four gloss conditions while asked to think aloud. This study investigated whether any of the conditions promoted noticing and whether this noticing led to better comprehension of the text and learning of the target vocabulary words. Reading comprehension, recognition, and production measures were utilized in a pre-post test design. Results of quantitative and qualitative analyses of the data gathered showed first that all multimedia gloss groups noticed and recognized significantly more of the target words than the control group. Second, no significant differences were found among any of the groups in production of the target vocabulary items. Finally, regarding comprehension, results showed that the combination gloss group significantly outperformed all other groups. These results confirm that the multimedia glosses under investigation have a different effect on comprehension and vocabulary learning respectively.
影响因子：
4.1
作者：
R. S. Tomlin;V. Villa
通讯作者：
R. S. Tomlin;V. Villa