11312.認(rèn)知負(fù)荷對小學(xué)生英語聽力理解影響的研究——以材料呈現(xiàn)方式及聽力策略為影響因素

1、學(xué)位論文獨創(chuàng)性聲明本人鄭重聲明：所提交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進行的研究工作和取得的研究成果。本論文中除引文外，所有實驗、數(shù)據(jù)和有關(guān)材料均是真實的。本論文中除引文和致謝的內(nèi)容外，不包含其他人或其它機構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。其他同志對本研究所做的貢獻均已在論文中作了聲明并表示了謝意。學(xué)位論文作者簽名：良鴨日期：》吟多加學(xué)位論文使用授權(quán)聲明研究生在校攻讀學(xué)位期間論文工作的知識產(chǎn)權(quán)單位屬南京師范大學(xué)。學(xué)校有權(quán)保存本學(xué)位論文的電子和紙

2、質(zhì)文檔，可以借閱或上網(wǎng)公布本學(xué)位論文的部分或全部內(nèi)容，可以采用影印、復(fù)印等手段保存、匯編本學(xué)位論文。學(xué)?？梢韵驀矣嘘P(guān)機關(guān)或機構(gòu)送交論文的電子和紙質(zhì)文檔，允許論文被查閱和借閱。(保密論文在解密后遵守此規(guī)定)保密論文注釋：本學(xué)位論文屬于保密論文，密級：——保密期限為——年。學(xué)位論文作者簽名：募鴨指導(dǎo)教師簽名：日期：加Ⅸ、5廬Et期：妙紀(jì)，q矽lrf功AbstractAbstractCognitivetoadistheamountofmen

3、talactivityisimposedontheindividualcognitivesysteminaspecificoperationtimeIntheexistingliteratureabroad，cognitiveloadisanimportantfactoraffectinglearnerslisteningcomprehensionThestudyonMeyer’S”theoryofmultimedialearning”

4、andSweller’S”cognitiveloadtheory”asthefoundation，Selectthemodeofpresentationandlisteningstrategyasthetwoinfluencingfactorsofcognitiveload，discussiononbothundertheinfluenceofthecognitiveloadofprimaryschoolstudentsinourcou

5、ntryishowaswellasthechangeofcognitiveloadwillbringinfluenceonEnglishlisteningcomprehensionFirstofall，byauthoritativeclassificationonlisteningstrategyasthebasis，691thethreetothesixthgradeprimaryschoolstudentsselectfourofN

6、anjingcityconductedaquestionnairesurveyThepreparationofavalidityandtaste”pupilslisteningstrategiesscale“Andthen，290thefifthgradestudentsandthenselecttheLprimaryschoolinNanjingcityforExperiments1and190thefifthgradestudent

7、stoexperiment2Theexperimentalresultsshowthat：(1)Reducethecognitiveloadandtheaccuracyofthelisteningcomprehensionhassignificantnegativecorrelation；(2)Animationandnosubtitlesisteducethecognitiveloadisthemosteffectivewayofpr

8、esenting；(3)Typesofpupilslisteningstrategiesisasubsetofadultlisteningstrategies，andCanbesummedupas”notes”，”presentationandnativelanguagehelp”，”inference”，”imagination”and”focus”fivecategories；(4)Inthematerialpresentation

9、modeisnotperfect，thestudentsitisdifficulttounderstandthecase，thereisasignificantnegativecorrelationwiththecognitiveloadteducetheuseoflisteningstrategies，thereisasignificantpositivecorrelationwiththeaccuracyoflisteningcom

10、prehensionBecausenodomesticstudyofpupilslisteningstrategyclassification，SOthisstudycompiledin”PrimaryListeningStrategyQuestionnaire”tofilltheblankinthisfieldtoacertainextent，AtthesametimeforEnglishteachersinprimaryschool

11、hasenlighteningroleinListeningTeachingIntheexperimentalpartofthisstudyinmeasuringaboutcognitiveloadtotemporarilytakeis”secondtaskmethod”，HowtoobjectivelyandaccuratelymeasuringcognitiveloadwillbethedirectionoffIatureresea