多媒体技术在英语阅读之复合句理解中的作用
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摘要
英语阅读教学一直是我国大学英语教学中重要的语言输入方式。针对阅读过程中出现的问题,研究者们积极探索英语阅读教学策略以促进学生英语阅读能力的提高。然而针对阅读过程中结构层次不明显的复合句的分析而提出的策略却很鲜见。该研究以信息加工理论为依据,旨在探讨多媒体在英语阅读教学中的应用能否有效提高学生对英语复合句的语法结构特征的注意,更好地分析理解复合句,从而使学生在阅读正确率与速度上都有显著提高。
该实证研究采用了对控制组和实验组进行对比研究的方法。利用前测和后测进行实验数据的采集,并在两次测试之间由同一名教师对实验组和控制组进行不同环境下的教学,即对实验组采用多媒体技术辅助手段进行相关内容的授课而对控制组则使用传统方式进行教学。教学内容均为对包含三种由可省略的that引导的从句的复合句进行句子结构分析。数据分析采用SPSS13.0以保证分析结果的客观性和科学性。通过对实验组和控制组在前后测中所得分数以及测试所用时间进行组间与组内的对比,我们发现在教学完成之后,实验组的学生在后测中的总分平均为27.0667,而控制组的学生的平均分是23.6333。Sig.值0.006小于0.05。实验组的平均时间是22.8500分,而控制组的平均时间则是25.3263。Sig.值0.000也小于0.05。这说明在做题的准确度以及速度方面,实验组的学生相对于控制组的学生有显著提高。实验证明:多媒体技术能有效整合到英语阅读教学当中,以促进学生对复合句的分析和理解。
本文对同类研究具有借鉴意义,同时也可作为大学英语教师在阅读教学过程中的参考。但是受实验时间和条件所限,本文的结果有一定局限性。希望今后在这方面能进行更加深入,更大规模的研究。
English reading instruction has always been an important means of language input in English language teaching in China, making up for the scarcity of natural language environment for EFL students. After a comprehensive review, we find that researchers have made efforts to probe into effective reading strategies to help improve EFL students’reading ability which directly influences their performance in various tests. Popular strategies include cognitive strategy, social emotional strategy, and grammar translation and so on. Some strategies emphasize meaning while others stress form. In recent years, the tendency in reading instruction goes as meaning prevails form. However, forms are the basis of meaning. Sometimes grammatical forms are key factors in understanding meaning, especially when the sentences in reading comprehension are long and complex. The complicated structures of long and complex sentences are headache for many students in reading comprehension. Methods of analysing long and complex sentences have been proposed. However, no research is carried out with multimedia technology involved, the new and powerful teaching technology, in analysing long and complex sentences in reading instruction. Based on information processing theory, the present research aims to find out whether integration of multimedia into English reading instruction can have effect on the students’comprehension of complex sentences both in terms of accuracy and speed.
The present study adopts the comparative study between two groups: an experimental group which is taught using multimedia technology in an instructional treatment, and a control group which is taught in a conventional method. The treatment material is titled as The Three Types of Clauses Led by Omitted‘that’. The three types of clauses include the object clause, the predicative clause and the attributive clause. Both the experimental group and the control group take part in the pre-test and the post-test. The total scores and scores of parts of the tests are compared between the two groups and within groups to see whether the accuracy of the comprehension is improved. In addition, comparison is also made between the speed of the two groups in both tests to find out whether there is any difference in time consumed to finish the reading comprehension task. In the process of data analysis, SPSS 13.0 is employed. Through data analysis, the major findings are found as follows: the performance of the experimental group in the post-test is much better than that of the control group. The mean score of the experimental group is 27.0667 which is higher than 23.6333 of the control group. The sig. value is 0.006. It is far less than the significant level 0.05, which shows that there is great variance between the performance of the two groups in the post-test. As for comparison of speed, the mean time of the experimental group is 22.8500 minutes while that of the control group is 25.3263 minutes. The speed of the experimental group is faster than that of the control group. There is significant variance in that the sig. value is 0.000 which is less than 0.05. This demonstrates that integration of multimedia technology into English reading instruction helps students better understand long and complex sentences both in terms of accuracy and speed.
This paper finally reveals some implications for the effective use of multimedia in foreign language teaching and proposes some suggestions for future research.
该实证研究采用了对控制组和实验组进行对比研究的方法。利用前测和后测进行实验数据的采集,并在两次测试之间由同一名教师对实验组和控制组进行不同环境下的教学,即对实验组采用多媒体技术辅助手段进行相关内容的授课而对控制组则使用传统方式进行教学。教学内容均为对包含三种由可省略的that引导的从句的复合句进行句子结构分析。数据分析采用SPSS13.0以保证分析结果的客观性和科学性。通过对实验组和控制组在前后测中所得分数以及测试所用时间进行组间与组内的对比,我们发现在教学完成之后,实验组的学生在后测中的总分平均为27.0667,而控制组的学生的平均分是23.6333。Sig.值0.006小于0.05。实验组的平均时间是22.8500分,而控制组的平均时间则是25.3263。Sig.值0.000也小于0.05。这说明在做题的准确度以及速度方面,实验组的学生相对于控制组的学生有显著提高。实验证明:多媒体技术能有效整合到英语阅读教学当中,以促进学生对复合句的分析和理解。
本文对同类研究具有借鉴意义,同时也可作为大学英语教师在阅读教学过程中的参考。但是受实验时间和条件所限,本文的结果有一定局限性。希望今后在这方面能进行更加深入,更大规模的研究。
English reading instruction has always been an important means of language input in English language teaching in China, making up for the scarcity of natural language environment for EFL students. After a comprehensive review, we find that researchers have made efforts to probe into effective reading strategies to help improve EFL students’reading ability which directly influences their performance in various tests. Popular strategies include cognitive strategy, social emotional strategy, and grammar translation and so on. Some strategies emphasize meaning while others stress form. In recent years, the tendency in reading instruction goes as meaning prevails form. However, forms are the basis of meaning. Sometimes grammatical forms are key factors in understanding meaning, especially when the sentences in reading comprehension are long and complex. The complicated structures of long and complex sentences are headache for many students in reading comprehension. Methods of analysing long and complex sentences have been proposed. However, no research is carried out with multimedia technology involved, the new and powerful teaching technology, in analysing long and complex sentences in reading instruction. Based on information processing theory, the present research aims to find out whether integration of multimedia into English reading instruction can have effect on the students’comprehension of complex sentences both in terms of accuracy and speed.
The present study adopts the comparative study between two groups: an experimental group which is taught using multimedia technology in an instructional treatment, and a control group which is taught in a conventional method. The treatment material is titled as The Three Types of Clauses Led by Omitted‘that’. The three types of clauses include the object clause, the predicative clause and the attributive clause. Both the experimental group and the control group take part in the pre-test and the post-test. The total scores and scores of parts of the tests are compared between the two groups and within groups to see whether the accuracy of the comprehension is improved. In addition, comparison is also made between the speed of the two groups in both tests to find out whether there is any difference in time consumed to finish the reading comprehension task. In the process of data analysis, SPSS 13.0 is employed. Through data analysis, the major findings are found as follows: the performance of the experimental group in the post-test is much better than that of the control group. The mean score of the experimental group is 27.0667 which is higher than 23.6333 of the control group. The sig. value is 0.006. It is far less than the significant level 0.05, which shows that there is great variance between the performance of the two groups in the post-test. As for comparison of speed, the mean time of the experimental group is 22.8500 minutes while that of the control group is 25.3263 minutes. The speed of the experimental group is faster than that of the control group. There is significant variance in that the sig. value is 0.000 which is less than 0.05. This demonstrates that integration of multimedia technology into English reading instruction helps students better understand long and complex sentences both in terms of accuracy and speed.
This paper finally reveals some implications for the effective use of multimedia in foreign language teaching and proposes some suggestions for future research.
引文
[1] Al Seghayer, K. 2003. The Impact of the Presence or Absence of Organizational Devices on the Construction of a Coherent Mental Representation of Hypertext Content by Intermediate ESL Readers[M]. University of Pittsburgh, PA.
[2] Anderson, R. C. 1978. Schemata Directed Processes in Language Comprehension[A]. Cognitive Psychocology and Instruction[M]. Plenum Press.
[3] Benson P. 2001. Teaching and Researching Autonomy in Language Learning[M]. London: Pearson Education Ltd.
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[8] Connor, C. E., Egeth, H. E & Yantis, S. 2004. Visual Attention: Bottom-Up versus Top-Down[J]. Current Biology(14): R850-R852
[9] Corbetta M & Shulman GL. 2002. Control of Goal-directed and Stimulus-driven Attention in the Brain[J]. Nature Review Neuroscience (3): 201-215.
[10]Davies,W. and Tamar, K. 1998. Native Speaker vs. L2 Learner Grammaticality Judgements[M]. Oxford University Press.
[11]Dorothy M. Chun & Jan L. Plass. 1997. Research on Text Comprehension in Multimedia Environments[J]. Language Learning & Technology 1(1): 60-81.
[12]Galotti & Kathleen M. 2008. Cognitive Psychology In and Out of the Laboratory, 4th Edition[M]. Wadsworth Publishing Co.
[13]Geske, J. 2005. A Comparison of Reading on Computer Screens and Print Media: Measurement of Attention Patterns Using EEG. Doctoral Dissertation [D]. Iowa State University.
[14]Geske Joel and Saras Bellur. 2007. Differences in Brain Information Processing between Print and Computer Screens: Bottom-Up and Top-Down Attention Factors [R]. Paper Presented at the Annual Meeting of the International Communication Association, TBA, San Francisco, CA, May, 2007.
[15]Jack C. Richards. 1990. The Language Teaching Matrix[M]. Cambridge University Press.
[16]Julian Bamford & Richard R. Day. 1998. Extensive Reading in the Second Language Classroom[M]. Cambridge University Press.
[17]Keiko Koda. 2005. Insights into Second Language Reading. A Cross-Linguistic Approach[M]. Cambridge University Press
[18]Liu. M & Reed. W. 1995. The Effect of Hypermedia Assisted Instruction on Second Language Learning[J]. Journal of Educational Computing Research (12): 159-175.
[19]Mark Warschauer. 1996. Computer-Assisted Language Learning[M]. Logos International.
[20]McLaughlin, B. 1987. Theories of Second Language Learning[M]. Edward Arnold.
[21]McLaughlin, B. & Heredia, J. L. C. 1996. Information-processing Approaches to Research on Second Language Acquisition and Use[M]. San Diego: Academic Press.
[22]O’Malley, J. M. & Chamot, A. U. 1990. Learning Strategies in Second Language Acquisition[M]. Cambridge University Press.
[23]Paul Brett. 2001. Is Multimedia Effective for Language Learning? An Intuitive, Theoretical and Empirical Perspective[M]. Wolverhampton University Press.
[24]Phillip T. Conrad. 1994. Partial Order Transport Service for Multimedia and Other Applications[J]. IEEE/ACM Trans on Networking 2(5): 440-456.
[25]Sandra Silberstein. 1994. Techniques and Resources in Teaching Reading[M]. Oxford University Press
[26]Tricia Hedge. 2000. Teaching and Learning in the Language Classroom[M]. Oxford University Press
[27]Udo O.H. Jung. 1997. The Use of Multimedia in Teaching[A].G.R.Tucker and D. Corson(eds), Encyclopedia of Language and Education[C]. Second Lanuage Education(4): 131-139.
[28]Walberg, H. J. 1991. Educational Environments: Evaluation, Antecedents and Consequences[M]. Pergamon Press.
[29]黄永红. 2005.利用多媒体网络技术改善英语写作课程教学的探索与研究[J].黑龙江高教研究(12): 172-174.
[30]赖丽. 2005.大学生应用英语技巧:长句、难句的阅读[J].西南农业大学学报(社会科学版) 1(3): 69-72.
[31]李慧. 1999.阅读与阅读现状分析[J].解放军外国语学院学报6 (22): 77-78.
[32]李维. 2008.功能语法中的嵌入句分析[J].渭南师范学院学报23 (1): 85-87.
[33]梁卫华. 2004.多媒体教室英语课堂教学模式探讨[J].南阳师范学院学报(社会科学版) 8(3): 185-187.
[34]廖志勤. 2005.大学英语阅读教学中的预设敏感化策略[J].达县师范高等专科学校学报(社会科学版) 15 (1): 61-63.
[35]秦晓晴. 1999.外语教学研究中的定量数据分析[M].华中科技大学出版社.
[36]王冉. 2007.建构主义理论下的教学模式对大学英语听力教学的启示.硕士学位论文[D].郑州:郑州大学.
[37]徐敏. 2005.多媒体辅助外语教学中教师角色的重新定位.硕士学位论文[D].南京:东南大学.
[38]薛庆利. 2007.多媒体网络技术与英语口语教学[J].科学信息学术研究(27): 269-272.
[39]杨渊、冯莉娜. 2006.巧用句法知识突破英语阅读理解难关[J].济南职业学院学报(4): 67-69.
[40]俞婷、黄彩霞. 2005. Powerpoint在大学英语泛读教学中的应用及其效果[J].教学研究(11): 70-73.
[41]张志成. 2007.英语长难句的翻译[J].中国经贸(学术版)(11): 83-85.
[42]周莹. 2005.英语长句的结构分析及译法浅谈[J].北京教育学院学报19(3): 42-45.
[2] Anderson, R. C. 1978. Schemata Directed Processes in Language Comprehension[A]. Cognitive Psychocology and Instruction[M]. Plenum Press.
[3] Benson P. 2001. Teaching and Researching Autonomy in Language Learning[M]. London: Pearson Education Ltd.
[4] Brown, H. D. 1994. Principles of Language Learning and Teaching (2nd ed.)[M]. Englewood Cliffs, NJ: Prentice Hall Regents.
[5] Brown, H. D. 2003. Teaching by Principles: An Interactive Approach to Language Pedagogy[M]. Foreign Language Teaching and Research Press.
[6] Christine Nuttall. 1982. Teaching Reading Skills in a Foreign Language[M]. The Macmillan Press Limited.
[7] Christopher N. Candlin & David R. Hall. 2006. Teaching and Researching Reading[M]. Foreign Language Teaching and Research Press.
[8] Connor, C. E., Egeth, H. E & Yantis, S. 2004. Visual Attention: Bottom-Up versus Top-Down[J]. Current Biology(14): R850-R852
[9] Corbetta M & Shulman GL. 2002. Control of Goal-directed and Stimulus-driven Attention in the Brain[J]. Nature Review Neuroscience (3): 201-215.
[10]Davies,W. and Tamar, K. 1998. Native Speaker vs. L2 Learner Grammaticality Judgements[M]. Oxford University Press.
[11]Dorothy M. Chun & Jan L. Plass. 1997. Research on Text Comprehension in Multimedia Environments[J]. Language Learning & Technology 1(1): 60-81.
[12]Galotti & Kathleen M. 2008. Cognitive Psychology In and Out of the Laboratory, 4th Edition[M]. Wadsworth Publishing Co.
[13]Geske, J. 2005. A Comparison of Reading on Computer Screens and Print Media: Measurement of Attention Patterns Using EEG. Doctoral Dissertation [D]. Iowa State University.
[14]Geske Joel and Saras Bellur. 2007. Differences in Brain Information Processing between Print and Computer Screens: Bottom-Up and Top-Down Attention Factors [R]. Paper Presented at the Annual Meeting of the International Communication Association, TBA, San Francisco, CA, May, 2007.
[15]Jack C. Richards. 1990. The Language Teaching Matrix[M]. Cambridge University Press.
[16]Julian Bamford & Richard R. Day. 1998. Extensive Reading in the Second Language Classroom[M]. Cambridge University Press.
[17]Keiko Koda. 2005. Insights into Second Language Reading. A Cross-Linguistic Approach[M]. Cambridge University Press
[18]Liu. M & Reed. W. 1995. The Effect of Hypermedia Assisted Instruction on Second Language Learning[J]. Journal of Educational Computing Research (12): 159-175.
[19]Mark Warschauer. 1996. Computer-Assisted Language Learning[M]. Logos International.
[20]McLaughlin, B. 1987. Theories of Second Language Learning[M]. Edward Arnold.
[21]McLaughlin, B. & Heredia, J. L. C. 1996. Information-processing Approaches to Research on Second Language Acquisition and Use[M]. San Diego: Academic Press.
[22]O’Malley, J. M. & Chamot, A. U. 1990. Learning Strategies in Second Language Acquisition[M]. Cambridge University Press.
[23]Paul Brett. 2001. Is Multimedia Effective for Language Learning? An Intuitive, Theoretical and Empirical Perspective[M]. Wolverhampton University Press.
[24]Phillip T. Conrad. 1994. Partial Order Transport Service for Multimedia and Other Applications[J]. IEEE/ACM Trans on Networking 2(5): 440-456.
[25]Sandra Silberstein. 1994. Techniques and Resources in Teaching Reading[M]. Oxford University Press
[26]Tricia Hedge. 2000. Teaching and Learning in the Language Classroom[M]. Oxford University Press
[27]Udo O.H. Jung. 1997. The Use of Multimedia in Teaching[A].G.R.Tucker and D. Corson(eds), Encyclopedia of Language and Education[C]. Second Lanuage Education(4): 131-139.
[28]Walberg, H. J. 1991. Educational Environments: Evaluation, Antecedents and Consequences[M]. Pergamon Press.
[29]黄永红. 2005.利用多媒体网络技术改善英语写作课程教学的探索与研究[J].黑龙江高教研究(12): 172-174.
[30]赖丽. 2005.大学生应用英语技巧:长句、难句的阅读[J].西南农业大学学报(社会科学版) 1(3): 69-72.
[31]李慧. 1999.阅读与阅读现状分析[J].解放军外国语学院学报6 (22): 77-78.
[32]李维. 2008.功能语法中的嵌入句分析[J].渭南师范学院学报23 (1): 85-87.
[33]梁卫华. 2004.多媒体教室英语课堂教学模式探讨[J].南阳师范学院学报(社会科学版) 8(3): 185-187.
[34]廖志勤. 2005.大学英语阅读教学中的预设敏感化策略[J].达县师范高等专科学校学报(社会科学版) 15 (1): 61-63.
[35]秦晓晴. 1999.外语教学研究中的定量数据分析[M].华中科技大学出版社.
[36]王冉. 2007.建构主义理论下的教学模式对大学英语听力教学的启示.硕士学位论文[D].郑州:郑州大学.
[37]徐敏. 2005.多媒体辅助外语教学中教师角色的重新定位.硕士学位论文[D].南京:东南大学.
[38]薛庆利. 2007.多媒体网络技术与英语口语教学[J].科学信息学术研究(27): 269-272.
[39]杨渊、冯莉娜. 2006.巧用句法知识突破英语阅读理解难关[J].济南职业学院学报(4): 67-69.
[40]俞婷、黄彩霞. 2005. Powerpoint在大学英语泛读教学中的应用及其效果[J].教学研究(11): 70-73.
[41]张志成. 2007.英语长难句的翻译[J].中国经贸(学术版)(11): 83-85.
[42]周莹. 2005.英语长句的结构分析及译法浅谈[J].北京教育学院学报19(3): 42-45.
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