Jiang Dayu, Chen Ouhao, Han Yiyi, Kalyuga Slava
School of Foreign Languages and Literature, Wuhan University, Wuhan, China.
Department of Mathematics Education, Loughborough University, Loughborough, UK.
Br J Educ Psychol. 2023 Aug;93 Suppl 2:386-401. doi: 10.1111/bjep.12596. Epub 2023 Mar 29.
Previous research in the field of content and language integrated learning (CLIL) has not yet comprehensively investigated the interaction between learners' expertise and the instructional effectiveness.
Taking cognitive load theory as the theoretical framework, a study was conducted to investigate the expertise reversal effect on learning English and mathematics simultaneously: whether an integrated approach (i.e. learning both English and mathematics simultaneously) could facilitate the acquisition of mathematic skills and English linguistic skills as a foreign language more effectively and efficiently than a separated learning approach (i.e. learning Mathematics and English separately).
The materials for the integrated learning approach were in English-only, and the materials for the separated learning approach were in English-and-Chinese. Both sets of materials were given as reading content for teaching mathematic skills and English as a foreign language.
The study adopted a 2 (language expertise: low vs. high) × 2 (instruction: integrated vs. separated) between-subject factorial design with instructional approaches and learners' expertise in English as independent variables, the learning performance in Mathematics and English with the cognitive load ratings as the dependent variables. Sixty-five Year-10 students with lower expertise in English and 56 Year-2 college students with higher expertise in English in China were recruited and allocated to two instructional conditions respectively.
An expertise reversal effect was confirmed: the English and mathematics integrated learning approach was more effective for higher expertise learners while the English and mathematics separated learning condition was more beneficial for lower expertise learners.
内容与语言整合学习（CLIL）领域先前的研究尚未全面考察学习者的专业知识与教学效果之间的相互作用。
以认知负荷理论为理论框架，进行了一项研究，以调查同时学习英语和数学时的专业知识反转效应：与分开学习方法（即分别学习数学和英语）相比，整合方法（即同时学习英语和数学）是否能更有效且高效地促进数学技能和英语作为外语的语言技能的习得。
整合学习方法的材料仅为英文，分开学习方法的材料为英汉双语。两组材料均作为教授数学技能和英语作为外语的阅读内容。
该研究采用2（语言专业知识：低与高）×2（教学：整合与分开）的被试间析因设计，将教学方法和学习者的英语专业知识作为自变量，将数学和英语的学习成绩以及认知负荷评级作为因变量。在中国招募了65名英语专业知识较低的10年级学生和56名英语专业知识较高的二年级大学生，并分别分配到两种教学条件下。
证实了专业知识反转效应：英语和数学整合学习方法对专业知识较高的学习者更有效。而英语和数学分开学习条件对专业知识较低的学习者更有益。
