文本强化与输入模态对汉语二语动名搭配类语块学习和文本阅读理解的影响
The effects of textual enhancement and input modality on L2 Chinese verb-noun collocation formulaic language learning and text reading comprehension
宋贝贝 1贺媛2
作者信息
- 1. 河北大学文学院
- 2. 武汉设计工程学院公共基础课部文史教研室
- 折叠
摘要
本研究考察文本强化与输入模态对初级、中级水平汉语二语者动名搭配类语块学习和文本阅读理解的影响.研究发现:(1)与无文本强化相比,文本强化体现出显著的促学优势.在语块形式识别测试中,无论即时后测还是延时后测,均发现了文本强化的促学作用;而在语块形式回忆测试中,未发现其促学作用.(2)与视觉单模态输入相比,视听多模态输入未体现出显著的促学优势.输入模态对语块学习的影响受到文本强化的调节.(3)文本强化未对文本阅读理解产生不利影响.(4)视听多模态输入对文本阅读理解具有显著的促进作用.输入模态对文本阅读理解的影响受到文本强化、汉语水平的调节.
Abstract
This study investigated the effects of textual enhancement and input modal-ity on the learning of verb-noun collocation formulaic language and reading comprehension by Chinese second language learners at elementary and intermediate levels.The results show that:(1)compared with no textual enhancement,textual enhancement has a signifi-cant advantage in promoting learning.In the formulaic language form recognition test,textual enhancement was found to promote learning in both immediate and delayed postt-ests.However,it was not found to promote learning in the formulaic language form recall test.(2)compared with only visual input,audio-visual input has no significant advantage in promoting learning.The effect of input modality on formulaic language learning is mod-erated by textual enhancement.(3)textual enhancement has no adverse effect on text reading comprehension.(4)audio-visual input can significantly promote text reading com-prehension.The effect of input modality on text reading comprehension is regulated by the presence or absence of textual enhancement and Chinese proficiency.
关键词
文本强化/输入模态/汉语水平/语块学习/阅读理解Key words
textual enhancement/input modality/Chinese proficiency/formulaic lan-guage acquisition/reading comprehension引用本文复制引用
基金项目
教育部中外语言交流合作中心国际中文教育研究课题(2023)(23YH16C)
河北大学燕赵文化高等研究院学科建设项目(2020D16)
出版年
2024
NETL
NSTL
维普
万方数据