Huang Yuanlin, Zhang Zina, Yu Jia, Liu Xiaobin, Huang Yuhong
School of Foreign Studies, South China Normal University, Guangzhou, China.
Xincheng Middle School, Shanwei, China.
Front Psychol. 2022 May 24;13:828022. doi: 10.3389/fpsyg.2022.828022. eCollection 2022.
Although multimodal input has the potential to lead to more sound learning outcomes, it carries the risk of causing cognitive overload, making it difficult to determine the exact effects of multimodal input on the second language (L2) phrase learning. This study tests the efficacy of multimodal input on L2 phrase learning. It adopts a mixed-method approach by utilizing both quantitative and qualitative data. The experimental design is a 2 × 3 mixed model, with a group [the experimental group (EG) and the control group (CG)] as the between-subject factor and time (pretest, midtest, and posttest) as the within-subject factor. A total of 66 participants were divided into two groups. All materials incorporated three aspects of phrase knowledge (form, meaning, and use), but the materials of the CG were unimodal in that they were offered only on paper, and of the EG were multimodal in that they included pictures, audio recordings, and video clips. After the treatment, a questionnaire and a semi-structured interview were given to the EG learners to explore their perceptions of using multimodal materials to learn L2 phrases. The results indicate that both groups had significant gains in learning phrases, but students with the multimodal input achieved significantly better results than those with the unimodal input. Moreover, the EG students had a generally positive attitude toward the use of multimodal resources. This study validates the efficacy of multimodal input on the acquisition of English phrases and shows that cognitive overload was avoided by sequencing the information.
尽管多模态输入有可能带来更理想的学习成果，但它存在导致认知过载的风险，这使得难以确定多模态输入对第二语言（L2）短语学习的确切影响。本研究测试了多模态输入对L2短语学习的效果。它采用了一种混合方法，利用了定量和定性数据。实验设计是一个2×3混合模型，将组（实验组（EG）和对照组（CG））作为组间因素，时间（前测、中测和后测）作为组内因素。共有66名参与者被分成两组。所有材料都包含短语知识的三个方面（形式、意义和用法），但CG组的材料是单模态的，仅以纸质形式呈现，而EG组的材料是多模态的，包括图片、音频记录和视频片段。在处理之后，向EG组学习者发放了一份问卷和进行了一次半结构化访谈，以探究他们对使用多模态材料学习L2短语的看法。结果表明，两组在短语学习方面都有显著进步，但多模态输入组的学生取得的成绩明显优于单模态输入组的学生。此外，EG组学生对使用多模态资源普遍持积极态度。本研究验证了多模态输入对英语短语习得的有效性，并表明通过对信息进行排序避免了认知过载。
