Li Wenwen, Yu Jia, Zhang Zina, Liu Xiaobin
School of Foreign Studies, South China Normal University, Guangzhou, China.
Front Psychol. 2022 Mar 11;13:834706. doi: 10.3389/fpsyg.2022.834706. eCollection 2022.
In the era of eLearning 4.0, many researchers have suggested that multimodal input helps to enhance second language (L2) vocabulary learning. However, previous studies on the effects of multimodal teaching have failed to yield definitive conclusions. Furthermore, only few studies on the multimodal input of vocabulary learning have aimed at junior high school students and have focused on explicit vocabulary instruction in class. To explore the effects of multimodal input on English as a foreign language (EFL) learners' vocabulary learning and summarize effective methods, this study adopts a mixed-method approach. Based on dual coding theory and cognitive load theory, the teaching materials in this study were designed using the resources provided by the multimodal corpus iWeb and other websites. A total of 60 junior high school students who learned EFL and had a similar English proficiency level were divided into an experimental group (EG) and a control group (CG). Target words were selected through questionnaire I. During the experiment, the CG learned from monomodal materials while the EG received multimodal input, and an immediate post-test was delivered to the two groups. Questionnaire II was distributed in the EG, and five students of the EG were randomly selected for an interview. One week later, a delayed post-test was conducted on the EG and CG. The results showed that the EG performed better in the post-test but did worse than the CG in the delayed post-test. The results of the questionnaire and the interview suggest that students held both positive and negative attitudes toward the multimodal input approach in vocabulary learning. The study concludes with some implications for choosing a multimodal input approach in vocabulary learning, along with a number of suggestions on how to optimize its positive influence and minimize its negative effects.
在电子学习4.0时代，许多研究人员认为多模态输入有助于提高第二语言（L2）词汇学习。然而，以往关于多模态教学效果的研究未能得出明确结论。此外，关于词汇学习多模态输入的研究中，针对初中生且聚焦于课堂上显性词汇教学的研究很少。为了探究多模态输入对外语（EFL）学习者词汇学习的影响并总结有效方法，本研究采用了混合研究方法。基于双重编码理论和认知负荷理论，并利用多模态语料库iWeb和其他网站提供的资源设计了本研究的教材。共有60名学习外语且英语水平相近的初中生被分为实验组（EG）和对照组（CG）。通过问卷I选择目标词汇。在实验过程中，对照组从单模态材料学习，而实验组接受多模态输入，两组均进行了即时后测。向实验组发放了问卷II，并随机选择实验组的5名学生进行访谈。一周后，对实验组和对照组进行了延迟后测。结果显示，实验组在后测中表现较好，但在延迟后测中的表现比对照组差。问卷和访谈结果表明，学生对词汇学习中的多模态输入方法持积极和消极两种态度。该研究最后得出了一些关于在词汇学习中选择多模态输入方法的启示，以及一些关于如何优化其积极影响并尽量减少其负面影响的建议。
