摘要
本研究采用视频信息加工任务,考察在无指导的自然阅读状态下,字幕在小学一、三年级儿童伴随学习中词汇获得的作用。研究结果表明:(1)在阅读有字幕视频材料任务中,一、三年级儿童均可伴随学习到字幕中的生字,并且在高生字密度条件下习得的生字量要显著多于低生字密度条件;(2)一年级低阅读水平儿童在全文注音字幕条件习得的生字量与高阅读水平一致,但在无注音条件则显著低于高阅读水平;(3)三年级儿童在有拼音与无拼音字幕条件习得的生字量无显著差异。这表明利用字幕伴随学习,是一种适于儿童获得词汇知识的方法。
The present study examined the role of subtitles in the first-and third-grades children＇s incidental learning under the reading alone condition. The results showed： （1） the first and third graders could acquire new words with incidental learning, and learnt more new words in the condition of high new word density than low one in the task of reading video materials with subtitles; （2） first-graders with a low reading level acquired the same new words as children with a high reading level in the pinyin subtitle condition, but they were significantly lower than high reading level ones in no-pinyin subtitles; （3） the new words three-graders acquired in the conditions of pinyin subtitle were not different from no-pinyin subtitle. It indicated that incidental learning through subtitles is a favorable method for children to acquire vocabulary knowledge.
出处
《心理科学》
CSSCI
CSCD
北大核心
2009年第1期98-101,113,共5页
Journal of Psychological Science
关键词
字幕
伴随学习
拼音
儿童阅读水平
subtitle, incidental learning, pinyin, reading level of children
