摘要
用对比试验的方法分别在实验组和对比组使用两种不同的语言输入方法进行英语写作教学。对某高校116名本科生一个学期的实验发现,多模态语言输入(应用于实验组)和单模态(应用于对比组)相比,多模态语言输入要比单模态输入对学生的认知负荷大,对提高学生的写作效度、促进学生读者意识和思辨能力有比较明显的作用。
A comparative experiment is conducted in English writing teaching by language input in two different methods, ie, multimodality（for the experiment group） and solo modality（for the control group）. After experiment which is lasted a semester to 116 undergraduate students from a university, we can find that multimodality language input is larger to students than solo modality input in cognitive load, the multimodality language input is indeed more effective than solo modality input in improving Chinese students writing proficiency, audience awareness and critical competence.
出处
《河北经贸大学学报（综合版）》
2014年第2期34-38,共5页
Journal of Hebei University of Economics and Business(Comprehensive Edition)
基金
河南省教育厅人文社会科学研究项目"基于思辨能力训练的外语人才培养模式构建"(2013-GH-206)阶段性成果
关键词
多模态
单模态
语言输入
语言输出
英语写作
教学模式
视觉输入
听觉输入
multimodality
single mode
language input
language output
English writing
teaching model
visual input
auditory input
