| 多模态外语学习的意义建构认知研究 |
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| 引用本文： | 杨剑英,杜平.多模态外语学习的意义建构认知研究[J].中国教育学刊,2012(Z1):51-52. |
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| 作者姓名： | 杨剑英 杜平 |
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| 作者单位： | 西华师范大学外国语学院 |
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| 基金项目： | 西华师范大学校级教改项目(JGXM0927) |
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| 摘 要： | 在外语学习者学习的过程中,多种模态共同产生意义。外语教学和外语学习可看作是符号设计活动,教师作为意义调解者利用各种模态的符号资源和外语学习者一起进行设计和再设计,完成意义建构。由于外语学习者的记忆系统和认知结构的影响,各种模态的不同配合使用会产生不同的认知负荷从而产生不同的学习效果。因而在外语学习的意义建构中,教学设计应遵循一定的原则。
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| 关 键 词： | 多模态 意义建构 意义调解 认知负荷 认知超载 |
Meaning Making in Multimodal EFL Learning:A Cognitive Approach |
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| YANG Jian-ying,DU Ping.Meaning Making in Multimodal EFL Learning:A Cognitive Approach[J].Journal of The Chinese Society of Education,2012(Z1):51-52. |
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| Authors: | YANG Jian-ying DU Ping |
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| Institution: | 2(School of Foreign Languages,China West Normal University,Nanchong,Sichuan 637009,China) |
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| Abstract: | In foreign language learning process,meaning is made by means of a variety of modalities together.EFL teaching and learning can be regarded as a semiotic designing activity,with the EFL teacher as a meaning mediator,making meaning with EFL learners in the process of designing and redesigning by using different semiotic resources.Due to the limitations of the EFL learners’memory system and cognitive structure,cognitive overload is produced in different ways of the use of the different modalities;hence different learning effects.Therefore,teaching design should follow certain principles in meaning making for EFL learners. |
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| Keywords: | multimodality meaning making meaning mediating cognitive load cognitive overload |
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