外语课堂中的多模态输入:使用手势教授第二语言西班牙语中的词形学

Sara Feijoo, Mariona Anglada
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摘要

许多研究描述了形态意识对第一语言和第二语言阅读理解的益处。反过来,一些研究也证明了多模态输入对学习的积极影响。在本研究中,我们寻找了多模态输入,特别是手势,与第二语言西班牙语形态意识发展之间的关系。我们对英国一所中学的 38 名 14 至 16 岁的第二语言西班牙语学生进行了一项实验。实验包括形态意识的前测和后测,共进行了三节训练课。在训练过程中,参与者被分为 4 组,分别采用不同的输入模式:视听模式、视听与文字增强模式、视听与手势模式和对照模式。学员们通过可视化视频学习一系列包含词素成分的单词。实验结果表明,其中一组(视听-手势组)从测试前到测试后的学习效果都很明显。因此,我们得出结论,在短期内,这种类型的训练可能会对形态意识的发展产生积极影响。
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Multimodal input in the foreign language classroom: the use of hand gesture to teach morphology in L2 Spanish
Many studies describe the benefits of morphological awareness in reading comprehension in both first and second languages. In turn, several studies demonstrate the positive impact of multimodal input while learning. In this study, we looked for a relationship between multimodal input, gesture in particular, and the development of morphological awareness in L2 Spanish. An experiment was carried out with 38 students of L2 Spanish, aged between 14 and 16, from a secondary school in the UK. The experiment consisted of a pretest and a posttest of morphological awareness mediating three sessions of training. During the training sessions, the participants were divided into 4 groups with different input modalities: audiovisual, audiovisual with text enhancement, audiovisual-gestural and control. Participants worked on a series of words with a morphemic component through the visualization of videos. The experiment provided significant results in terms of learning from pre- to post-test in one of the groups, the audiovisual-gestural group. Hence, we conclude that, in the short term, this type of training might have a positive impact on the development of morphological awareness.
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