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本文采用实证研究的方法,考察交互在不同输入媒质和维度下的作用。研究结果表明:第一,视觉和听觉的单边输入和视听的双边输入都能促进词汇的附带习得;第二,交互组在不同输入媒质和维度下的词汇习得与保持均优于非交互组;第三,交互在听觉输入这一媒质下对词汇习得的效果最明显,其次是视觉输入,再次是视听输入。笔者利用“输入假设”、“交互假设”、“双码理论”、“认知负荷论”等理论对研究结果进行了讨论。
This paper uses empirical research methods to examine the role of interaction in different input media and dimensions. The results show that: first, bilateral input of visual and auditory unilateral input and audiovisual can both promote the incidental acquisition of vocabulary; second, the vocabulary acquisition and retention of interactive group under different input media and dimensions are better than that of non-input Interactive group; thirdly, interaction is the most obvious effect on vocabulary acquisition under the medium of auditory input, followed by visual input and then audio-visual input. The author discusses the research results by using theories such as “input hypothesis”, “interactive hypothesis”, “double code theory” and “cognitive load theory”.