L1与双语字幕的顺序使用对附带英语词汇学习的影响：认知负荷视角
Effects of the sequential use of L1 and bilingual subtitles on incidental English vocabulary learning: A cognitive load perspective.
作者信息
Yuan Xin, Tang Xuan
机构信息
School of Foreign Languages, Changsha University, Changsha City, Hunan province, China.
Department of employment and admission, Changsha University, Changsha, China.
出版信息
Br J Educ Psychol. 2025 Jun;95(2):565-577. doi: 10.1111/bjep.12740. Epub 2025 Jan 22.
AIM
From the perspective of cognitive load theory, the present study examined the relative effectiveness of the sequential use of L1 and bilingual subtitles on incidental English vocabulary learning.
METHODS
A total of 162 upper-intermediate Chinese learners of English as a foreign language watched an English clip in one of 4 subtitling conditions: L1-bilingual, bilingual-bilingual, L2-L2, and no subtitles.
RESULTS
Results suggested a statistically significant advantage for the L1-bilingual condition over other conditions for word form and meaning recall. The sequential use of L1 and bilingual subtitles also elicited the lowest cognitive load. This study suggests that the viewing sequence that starts with L1 subtitles might increase the efficiency of viewing-based incidental vocabulary learning and have the potential to reduce cognitive load.
目的
从认知负荷理论的角度出发，本研究考察了母语（L1）和双语字幕的顺序使用对附带性英语词汇学习的相对有效性。
方法
共有162名中高级汉语背景的英语学习者作为外语学习者，在四种字幕条件之一的情况下观看英语视频片段：母语-双语、双语-双语、第二语言-第二语言和无字幕。
结果
结果表明，在单词形式和意义回忆方面，母语-双语条件比其他条件具有统计学上的显著优势。母语和双语字幕的顺序使用也引发了最低的认知负荷。本研究表明，从母语字幕开始的观看顺序可能会提高基于观看的附带性词汇学习效率，并有可能降低认知负荷。
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