Hoo Keat Wong, Siew Ming Thang, Chee Hao Sue, Rosalind A. K. Ahju, Fung Lan Loo
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引用次数: 0
Abstract
Based on the cross-channel connections between auditory and pictorial representations, it has been proposed that the presentation of coherent narration along with the picture and text content may enhance children's story comprehension and vocabulary learning. The authors tested 40 four- to five-year-old Malaysian prereaders (17 Malays, 23 Chinese) for story comprehension while observing their eye movements to determine the degree to which the presence of pictures and/or text aids understanding of the narration and influences looking patterns. Both Malay and Chinese prereaders showed no interest in the printed text that was presented alongside the picture on the same page, which is consistent with earlier findings. This suggests that ethnic origins have little influence on how prereaders direct their visual attention to the relevant information for story comprehension. When there was no narration, they fixated longer on the text and less on the image, indicating that a significant amount of mental effort was required to process the words without verbal information. Regardless of stimulus congruency, storytelling performance affected how much children focused on target objects and keywords. More intriguingly, it was found that in Malay prereaders, there was a correlation between story comprehension and vocabulary skills across tasks. Additionally, Malay prereaders who performed well looked at the displayed stimuli longer than Chinese prereaders who performed well, especially when a narrator was presented alongside the visual stimulus. These novel findings are discussed along with their implications for multimedia learning and future research directions.
期刊介绍:
The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.