{"title":"连续使用母语和双语字幕对附带英语词汇学习的影响：认知负荷视角","authors":"Xin Yuan, Xuan Tang","doi":"10.1111/bjep.12740","DOIUrl":null,"url":null,"abstract":"<p><strong>Aim: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>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.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.1000,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effects of the sequential use of L1 and bilingual subtitles on incidental English vocabulary learning: A cognitive load perspective.\",\"authors\":\"Xin Yuan, Xuan Tang\",\"doi\":\"10.1111/bjep.12740\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Aim: </strong>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.</p><p><strong>Methods: </strong>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.</p><p><strong>Results: </strong>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.</p>\",\"PeriodicalId\":51367,\"journal\":{\"name\":\"British Journal of Educational Psychology\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2025-01-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Educational Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1111/bjep.12740\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Educational Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/bjep.12740","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Effects of the sequential use of L1 and bilingual subtitles on incidental English vocabulary learning: A cognitive load perspective.
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.
期刊介绍：
The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including: - cognition - learning - motivation - literacy - numeracy and language - behaviour - social-emotional development - developmental difficulties linked to educational psychology or the psychology of education
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