Zhicong Zhang, Heming Li, Jiaxian Zhou
Faculty of Education, Department of Educational Psychology, East China Normal University, Shanghai 200062, China.
Heliyon. 2023 Mar 13;9(3):e14540. doi: 10.1016/j.heliyon.2023.e14540. eCollection 2023 Mar.
Video lectures are becoming an important and accessible way for adults to learn a new second language (L2). Unlike face-to-face classroom teaching, teachers are more challenged by the asynchronous mode of video teaching. Finding more effective teaching methods is a great concern for teachers. The present study examined adults' second language (L2) vocabulary learning in a video-based social learning environment. Participants included 116 Chinese undergraduates. They learned German words through one of three pedagogical video lecture conditions: social-context (SC) condition, picture-phonics (PP) condition, and non-picture phonics (NPP) condition. We measured learners' learning performance, cognitive load, intrinsic motivation, and learning satisfaction. The results indicated that adult learners in the SC condition performed significantly better in word meaning retention, had significantly higher intrinsic motivation, and perceived significantly lower cognitive load as compared to the PP and NPP conditions. The implications are that teachers could use social learning pedagogy to create a better video-based learning environment for L2 adult learners for better learning performance.
视频讲座正成为成年人学习第二语言（L2）的一种重要且便捷的方式。与面对面的课堂教学不同，教师在视频教学的异步模式下面临更大的挑战。寻找更有效的教学方法是教师们极为关注的问题。本研究考察了在基于视频的社会学习环境中成年人的第二语言（L2）词汇学习情况。参与者包括116名中国本科生。他们通过三种教学视频讲座条件之一学习德语单词：社会情境（SC）条件、图片语音（PP）条件和非图片语音（NPP）条件。我们测量了学习者的学习表现、认知负荷、内在动机和学习满意度。结果表明，与PP和NPP条件相比，处于SC条件下的成年学习者在词义记忆方面表现显著更好，具有显著更高的内在动机，且感知到的认知负荷显著更低。这意味着教师可以采用社会学习教学法为成年L2学习者创造更好的基于视频的学习环境，以获得更好的学习效果。
