摘要
本文从认知负荷的视角考察了超媒体文本注释与知识学习的关系以及不同注释类型对不同英语水平学习者阅读成效的作用。研究发现:1不同超媒体文本注释对阅读过程中的知识学习具有不同影响,选择性注释对词汇习得的作用最为显著,组织性注释促进语篇理解,综合性注释则有助于拓展性知识学习;2学习者的英语水平对其阅读过程中的认知负荷具有重要影响,英语水平较高者利用注释所需的认知负荷更小且阅读成效更优,对英语水平较低者而言,选择性注释和组织性注释具有辅助作用,但综合性注释引发的较高认知负荷对其阅读效率具有阻碍作用。
From the perspective of Cognitive Load Theory,this paper studies the effects of different types of hypermedia text annotations on English reading comprehension and the relationship between learners＇ English proficiency and the cognitive load caused by different annotation types. Results reveal that different types of text annotations exert different effects on the learning outcome： selection-level annotations are most effective for vocabulary acquisition;organization-level annotations can boost the efficiency of discourse understanding,and integration-level annotations play an important role in extending learners＇ linguistic knowledge. It is also found that learners＇ English proficiency has a significant impact on the cognitive load required in the reading process. Lower cognitive load and better acquisition effect can be witnessed among learners of high proficiency with any type of annotations,but higher cognitive load is required for learners of low proficiency with integration-level annotations though they can surely benefit from selection-level and organization-level annotations.
出处
《外语电化教学》
CSSCI
北大核心
2015年第2期3-9,共7页
Technology Enhanced Foreign Language Education
基金
教育部人文社会科学研究一般项目"基于RT和EEG证据的汉英双语者运动事件认知研究"(项目编号:14YJA740054)
关键词
认知负荷
超媒体文本注释
阅读理解
Cognitive Load
Hyper-Media Text Annotation
Reading Comprehension
作者简介
崔凤娟：女，博士，副教授。研究方向：语言学、外语教学。
于翠红：女，博士生，副教授。研究方向：二语习得。
