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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。
In this study, two teaching experiments were conducted to investigate the effects of input reinforcement and input modalities on Chinese L2 learners’ structure acquisition. Experiment 1 shows that the promotion effect of the “” “word structure only through high frequency input stream is not obvious, while both the input stream and text enhancement two input methods can significantly improve learners’ learning of the target structure Score. Experiment 2 found that under the same input enhancement conditions, the visual mono-modal input is more effective than the audio-visual bi-modal input on the ”ba" sentence, but the difference between the two is not significant. This result tends to support the multi-modal redundancy effect, ie multichannel input of the same information may increase learners’ external cognitive load, thus affecting the performance of second-language syntactic learning.