Supporting listening comprehension and vocabulary acquisition in Frenc with multimedia annotations  

Oleh:

Jones, Linda C. ; Plass, Jan L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 86 no. 4 (Dec. 2002), page 546-561.
Topik: linguistics
Fulltext: Vol 86 no 4 pp.546-561.pdf (2.63MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/MLJ/86 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

English-speaking college students enrolled in a French course listened to a 2-minute, 20-second historical account in French presented by a computer program. The participants were randomly assigned to one of four listening treatments: the listening text (a) with no annotations available, (b) with only written annotations available, (c) with only pictorial annotations available, and (d) with both written and pictorial annotations available. The students remembered word translations and recalled the passage better when they had selected both written and pictorial annotations while listening rather than one of these types or no annotations. In addition, effect sizes were much larger for pictorial annotations than for written annotations, especially for delayed tests. The results were consistent with Mayer's (1997, 2001) Generative Theory of Multimedia Learning and extend this theory to listening comprehension.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali