摘要
本研究通过两项教学实验考察输入强化与输入模态对汉语二语者两类"把"字结构习得的影响。实验一表明:仅通过高频输入流对"把"字结构的促学效果并不明显,而同时通过输入流和文本增显两种输入强化手段能够显著提高学习者对目标结构的学习成绩。实验二发现:在相同的输入强化条件下,视觉单模态输入对"把"字句的促学效果优于视听双模态输入,但二者的差异未达到显著水平。这一结果倾向于支持多模态的冗余效应,即相同信息的多通道输入可能增加学习者的外在认知负荷,从而影响了二语句法学习的效果。
： This article examines the effect of input enhancement and input modality on learning of two types of ＂ba＂ construction by Chinese L2 learners. The results of the first experiment shows that the performance of ＂ ba＂ construction learning is not significantly improved by input flood （IF） only, but is greatly enhanced by combined treatment of input flood and textural enhancement （ IF ＋ TE）. The second experiment reports that under the same IF ＋ TE treatment, the group receiving materials in written form only （i. e. single mode presentation） was more efficient in learning ＂ ha＂ construction than the group receiving materials in both written and spoken forms （i. e. dual-mode presentation） , though the difference between two groups was not significant. The results tend to support the redundancy effect of muhimodality, indicating that input by multimodality is likely to increase extraneous cognitive load and therefore inhibit L2 syntactic learning.
出处
《语言文字应用》
CSSCI
北大核心
2017年第2期83-92,共10页
Applied Linguistics
基金
国家社会科学基金青年项目"多模态汉语二语教学模式的认知机制及教学实践研究"(14CYY054)
中央高校基本科研业务费2017年度青年教师重点培育项目的资助
关键词
输入流
文本增显
单/双模态输入
冗余效应
“把”字句
input flood
textual enhancement
single/dual-mode presentation
redundancy effect
＂ba＂ construction
