关键词

平板电脑,第二语言学习,手写,打字,多项选择,词汇,记忆,拼写

摘要

移动技术不断渗入课堂实践。尽管这些技术能创造机会来促进学习,包括学习第二语言或外语(L2),这些新媒体的所有潜能仍处于开发不足的状态。一个与此相关的用于语言实践的平板电脑应用案例是:尽管平板电脑允许书写,就象纸笔练习一样,当前的应用程序都普遍给出多项选择练习或填空练习,要求打字和手指点击。这种媒介变化和实践形态可能会对实际上的第二语言学习带来影响。基于具体的认知学角度,我们在这一研究中假设:对于法语L2词汇的学习,与打字和完成多项选择相比,写作会导向较好的记忆、拼写和对区别音符的使用。这一假设在一个准实验性、基于课堂的研究中进行了测试,学习者(N=282)三种形态选一,用平板电脑实践法语词汇学习:多项选择,打字,和用尖笔写作。尽管全部三种实践样式都辅助了学习,结果显示,通过写作或打字来学习词汇的小学生比通过多项选择来学习的小学生在拼写和使用多区别音符上得分更高。在以较高的吸收水平学习词汇上花时间就因而导致更高的词汇获得量。

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技术信息

收到: 16-05-2016

修订: 26-06-2016

公认: 02-08-2016

OnlineFirst: 15-11-2017

发布日期: 01-01-2017

文章修改时间: 41 天 | 期刊编号的平均时间修订 50: 26 天

文章接受时间: 78 天 | 期刊编号的平均接受时间 50: 82 天

预印本编辑时间: 185 天 | 期刊编号的平均编辑时间预印 50: 188 天

文章编辑时间: 230 天 | 期刊编号的平均编辑时间 50: 233 天

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Van-Hove, S., Vanderhoven, E., & Cornillie, F. (2017). The tablet for second language vocabulary learning: Keyboard, stylus or multiple choice. [La tablet para el aprendizaje de vocabulario en segundas lenguas: Teclado, lápiz digital u opción múltiple]. Comunicar, 50, 53-63. https://doi.org/10.3916/C50-2017-05

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