认知负荷理论视角下初中英语多模态口语教学的减负机制

A Load-Reduction Mechanism in Multimodal Oral English Teaching for Junior High Schools from a Cognitive Load Theory Perspective

摘要: 本研究旨在从认知负荷理论视角论证初中英语多模态口语教学的重要性。通过定性的研究方法，创新性地将多模态教学理论与认知负荷理论相结合，提出了初中英语多模态口语教学的减负机制，体现为非语言模态通过跨模态通道补偿辅助语言模态的信息处理，为工作记忆提供并行信息处理路径。研究发现，该减负机制能有效缓解工作记忆的认知负荷，有助于将工作记忆信息向长时记忆的转化。基于此，本研究建议教师在口语教学中应积极运用多模态策略，培养学生运用多模态辅助学习的能力，从而优化口语教学效果。

Abstract: The study aims to demonstrate the significance of multimodal oral English teaching in junior high schools from the perspective of cognitive load theory. Through qualitative research, the study innovatively integrates multimodal teaching theory with cognitive load theory, proposing a load-reduction mechanism in multimodal oral English teaching. This mechanism is operationalized through cross-modal compensation, where non-linguistic modalities assist linguistic modalities in information processing, providing working memory with parallel processing pathways. The findings reveal that this mechanism effectively alleviates cognitive load in working memory and facilitates the transfer of information to long-term memory. Based on these results, the study suggests that teachers should actively adopt multimodal strategies in oral instruction to cultivate students’ ability to utilize multimodal-assisted learning, thereby optimizing teaching outcomes.