What makes video-based academic lectures difficult for language learners to comprehend? The role of multimodal complexity

IF 1.5 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Foreign Language Annals Pub Date : 2024-01-23 DOI:10.1111/flan.12747

Emad A. Alghamdi

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引用次数: 0

Abstract

By taking a multidisciplinary, evidence-based approach to modeling video difficulty, this study investigates the impact of multimodal complexity on language learners' self-ratings of video difficulty, while simultaneously accounting for the effects of learner differences and video production styles. A set of 320 instructional videos from the corpus of second language video complexity were analyzed using sophisticated natural language processing and computer vision algorithms to extract and compute a wide range of multimodal complexity indices. The results of a linear mixed-effects model demonstrated that pitch variation and academic spoken formulaic sequences helped to facilitate viewing comprehension, whereas infrequent words, image clutter, the number of visual objects, salient objects, visual texts, shots, and moving objects all impeded viewing comprehension. This study concludes by presenting a number of practical implications that can prove useful for English as a Foreign Language teachers and practitioners alongside a comprehensive agenda for future research in this area.

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是什么导致语言学习者难以理解基于视频的学术讲座？多模态复杂性的作用

本研究采用基于证据的多学科方法来建立视频难度模型，研究多模态复杂性对语言学习者视频难度自我评分的影响，同时考虑学习者差异和视频制作风格的影响。本研究使用复杂的自然语言处理和计算机视觉算法分析了第二语言视频复杂性语料库中的 320 个教学视频，提取并计算了一系列多模态复杂性指数。线性混合效应模型的结果表明，音调变化和学术口语公式化序列有助于促进观看理解，而不常见的单词、杂乱的图像、视觉对象的数量、突出的对象、视觉文本、镜头和移动的对象都会阻碍观看理解。本研究最后提出了一些对英语作为外语的教师和从业人员有用的实际意义，以及该领域未来研究的综合议程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Foreign Language Annals Multiple-

CiteScore

5.40

自引率

3.70%

发文量

期刊介绍： Dedicated to the advancement of language teaching and learning, Foreign Language Annals (FLA) seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the learning and teaching of languages at all levels of instruction. The journal welcomes submissions of the highest quality that report empirical or theoretical research on language learning or teaching, that describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the profession. FLA focuses primarily on language education for languages other than English.