不同模态搭配下显性词汇教学效果研究

The Effects of Different Multimedia Teaching Methods on Explicit Vocabulary Retention

摘要: 计算机辅助教学使教育资源更便捷、更同步，带来了语言学习的范式转变，把多媒体技术、多模态教学有效融入外语教学逐渐成为一种时代要求。多模态教学虽然新颖有趣，但是模态的选择涉及最佳搭配问题，不是完全自由随意的，对于一定的知识，教师选择何种模态进行教学是有待进一步研究的话题。词汇作为外语学习中最基础、最核心的部分，如何在现代多媒体技术条件下突破传统教学模式、迎来新的发展也有待进一步研究。本研究基于多媒体教学理论和多模态认知理论，以株洲某中学四个自然班级的初一学生为对象，通过一次前测、25分钟的词汇教学和两次后测，比较了纯文本模式、文本加图片模式、文本加音频(英文歌曲和电影音频)模式以及文本加视频(欧美电影片段)模式等词汇教学模式的教学效果，结果显示文本加音频模式教学在两次后测中都取得了最好成绩，纯文本组其次，文本加图片模式教学在两次后测中的成绩都最差，但学生的记忆持久度最好。基于此结果，本文得出了三个结论：1) 听觉输入可以直接进入语音存储系统，对词汇学习有着十分重要的作用，对这批初中生而言，文本与音频的搭配教学效果最为显著；2) 在多媒体技术飞速发展的当下，纯文本教学并非一无是处；3) 文本与图片的搭配效果有待进一步探讨，图片的出现可能会分散学生注意力。本文讨论了多模态词汇教学中应注意的问题，以期为我国初中生词汇教学模式提供有益启示。

Abstract: Vocabulary, as an essential part of English language, is indispensable in learning English. However, under the traditional modes of vocabulary teaching, many English learners have great troubles in retaining English vocabulary. Hence, in response to this situation, this research aims to investigate the effectiveness of applying different multimodal teaching methods to explicit English vocabulary teaching class in junior middle school. In this study, the efficiency of text-only, text plus picture, text plus audio, and text plus video resources on explicit EFL vocabulary learning has been examined. Grade 1 students of four classes in a junior middle school participate the experiment. All of them received a pretest, treatment of learning 15 words and two post-tests. This research showed better performance of text plus audio group in explicit vocabulary teaching and better duration of text plus picture group. In addition, this paper aims to find out a more effective and economic vocabulary learning mode for English learners and tries to give some hints for English teachers in their teaching modes.