Shaojie Tan, Samad Arshad Abd, Ismail Lilliati
School of English, Anhui International Studies University, Anhui, China.
School of Education, Taylor's University, Selangor, Malaysia.
Front Psychol. 2022 Sep 6;13:980133. doi: 10.3389/fpsyg.2022.980133. eCollection 2022.
The purpose of this study is to discuss the effects of audiovisual input on second language acquisition (SLA) and the factors that influence the difficulty of audiovisual learning through a systematic literature review. Prior to this systematic review, in this paper, we searched papers on related topics for the past 10 years from 2012 to 2022, and found 46 journal papers that met the research criteria. They can basically represent the scholarly work in this field. The 46 studies were published in journals indexed in Google Scholar, Eric, Scopus, and Wiley Library. Databases were selected according to a set of inclusion and exclusion criteria. The following conclusions are drawn from the literature review: Audiovisual input can provide more authentic language input and more adequate and richer multimodal cultural and situational contexts, which can better promote learners' understanding of the content and stimulate learners' interest in participating in listening comprehension tasks. The influencing factors of multimodal input on listening difficulty include subtitles, video type, and the relationship between the audio and visual input.
本研究旨在通过系统的文献综述，探讨视听输入对第二语言习得（SLA）的影响，以及影响视听学习难度的因素。在进行这一系统综述之前，我们在本文中检索了2012年至2022年过去10年中关于相关主题的论文，共找到46篇符合研究标准的期刊论文。它们基本能代表该领域的学术成果。这46项研究发表在谷歌学术、埃里克、Scopus和威利图书馆索引的期刊上。数据库是根据一套纳入和排除标准选定的。文献综述得出以下结论：视听输入可以提供更真实的语言输入以及更充分、丰富的多模态文化和情境语境，能够更好地促进学习者对内容的理解，并激发学习者参与听力理解任务的兴趣。多模态输入对听力难度的影响因素包括字幕、视频类型以及音频和视觉输入之间的关系。
