图片在多大程度上支持马来西亚儿童对故事的理解?

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-10-01 DOI:10.4018/ijcallt.310080
Chee Hao Sue, S. M. Thang, H. K. Wong, Jennifer Poh Sim Tan, Fung Lan Loo, Rosalind Ahju
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引用次数: 0

摘要

人们对幼儿的发展进行了许多研究;然而,对预读者的认知过程进行探索的并不多。这种眼动仪在国外被成功地用于调查幼儿的认知过程,但在马来西亚却缺乏这样的研究。本研究采用眼动追踪技术对马来西亚一所幼儿园的22名5至6岁的学龄前儿童进行了实验。预先阅读者被暴露在四种条件下:(1)听叙述并观看与文本一致的图片,(2)听叙述并观看与文本不一致的图片,(3)观看不带叙述的图片,(4)听叙述并观看文本。这个项目的主要目的是测试图片的哪些内容有助于学生理解叙述和文本,以及他们如何使用视觉注意力来建立更好的理解。研究结果显示,孩子们更喜欢图片而不是文字,但当没有旁白时,他们会花更多的时间看文字。
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To What Extent Do Pictures Support Malaysian Children's Comprehension of Stories?
Many studies have been conducted on the development of young children; however, not many have explored the cognitive processes of prereaders. The eye-tracker has been used with success to investigate the cognitive processes of young children abroad, but such studies are lacking in Malaysia. This study used an experimental procedure created with eye-tracking technology on 22 prereaders (aged 5 to 6) in a Malaysian kindergarten. The prereaders were exposed to four conditions: (1) listening to narration and viewing a congruent picture with text, (2) listening to narration and viewing an incongruent picture with text, (3) viewing a picture with text without narration, and (4) listening to narration and viewing a text. The main objective of this project is to test which content of pictures helps the students understand the narration and the text, and how they use visual attention to build a better understanding. The findings revealed that children strongly preferred pictures to texts, but when the narration was not present, they spent more time looking at the text.
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来源期刊
CiteScore
3.00
自引率
14.30%
发文量
49
期刊介绍: The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.
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