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本研究旨在探索背景信息对听力理解作用的心理机制,验证背景信息是否可以通过减轻工作记忆的负荷对听力理解起作用。本研究利用关键图示提供背景知识,从研究关键图示对第二语言(二语)语篇听力理解的作用入手,比较关键图示对工作记忆容量不同的听者的影响。研究结果显示:听者的工作记忆容量和听力理解水平相关;关键图示可以有效提高被试的听力理解水平;在关键图示的辅助下,工作记忆容量对听力理解的作用减弱,且工作记忆容量较低的听者比容量高的听者更受益于关键图示。这些结果可以在容量观和知识观的理论框架内得到解释。本文揭示了二语学习者语篇听力理解过程的心理机制,还讨论了本研究的理论意义及其对当前二语教学的启示。
The purpose of this study is to explore the psychological mechanism of contextual information on listening comprehension and to verify whether contextual information can contribute to listening comprehension by reducing the workload of working memory. This study uses the key diagrams to provide background information, starts with the study of the key iconography to the second language (second language) discourse listening comprehension, and compares the impact of the key icon on the different working memory listeners. The results show that: the listener’s working memory capacity is related to listening comprehension level; the key graphic can effectively improve the listening comprehension level; with the help of the key graphic, the working memory capacity reduces the hearing comprehension, and the working memory Hearers of lower capacity benefit more from the key figure than the taller listeners. These results can be explained in the theoretical framework of the concept of capacity and knowledge. This paper reveals the psychological mechanism of second language learners’ listening comprehension process and discusses the theoretical significance of the study and its implications for current second language teaching.