An Application of Dual-Coding Theory— the Effect of Vocabulary Acquisition and Reading Comprehension through Multimedia English Learning Programs

• Main Authors: I-Hsuan Chiang, 江怡萱
• Other Authors: Laurence L.S. Low
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/89388969889411277146

碩士 === 國立臺灣海洋大學 === 教育研究所 === 94 === Abstract After Paivio proposed dual-code theory in 1974, many studies have supported his hypothesis. Most studies presented that learning based on dual channels can be more effective than learning with only one media source, like texts. However, there are still some studies that have pointed out that learning with multimedia may cause split-attention effects. For learning a foreign language, Mayer’s generative theory(2001) claimed that combining texts, pictures, narration or animation may improve learners’ words recognition and comprehension of the context. Some researches have even shown that native subtitles in the movies assisted learners to study foreign languages. Therefore, the present study carries out a quasi-experiment to examine if Chinese subtitles or Chinese narration could reduce the load of cognition in the process of learning and then improve learners’ achievements. To know which model is the best for EFL learners, there are three models in the study—Model 1(Animation+ English Subtitle + English Narration), Model 2 (Animation+ English Subtitle + Chinese Narration) and Model 3 (Animation+ English and Chinese Subtitle +English Narration). The subjects are 100 8th grades students and the design is pre-tests, treatments and post-tests. The followings are the main findings: 1. Learning through verbal and nonverbal systems can improve learners’ achievement. Also, native language can assist foreign language learning with the use of translation so that the learners’ performance is improved. 2. Adding native language to EFL multimedia programs can effectively enhance the performance of vocabulary translation. The performance between pre-tests and post-tests shows a significant difference. It consists with generative theory that native language can reduce the load in the process of translation. 3. In vocabulary matching, there is no significant difference among three models. Beginners can not simultaneously deal with narration, animation and subtitles. Hence, native language can not effectively eliminate the load of high-level language learning for beginners. However, the performance between pre-tests and post-tests shows a significant difference, so it still supports dual-coding theory and generative theory. 4. Reading comprehension performance shows no significant difference among the three models. It can be speculated that the students get the main ideas from animations so there is no distinct effect even with the help of native subtitles or native narration. 5. Students’ feedback show that 58% to 66% students agree that learning English by model 3(Animation+ English and Chinese Subtitle +English Narration) is quite helpful. Finally, the limitation of concentration is three to five times when showing each model seven times.