通过数字故事讲述揭示任务复杂性对学习辅音集群和语言思维方式的影响:一种混合方法分析
Ehsan Namaziandost1, Ferdi Çelik2
1Department of English, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
Acta psychologica
|July 16, 2025
概括
数字讲故事 (DST) 任务的复杂性越来越大,显著改善了英语作为外语 (EFL) 学习者的辅音集群发音,并培养了成长的心态. 这种教学方法提高了语音技能和适应性语言学习态度.
科学领域:
- 教育技术的教育技术
- 应用语言学 应用语言学
- 获得第二语言的学习.
背景情况:
- 数字讲故事 (DST) 被公认为是一种引人入胜的教学工具.
- 有限的研究存在于DST中的任务复杂性如何同时影响发音和语言思维.
- 这种差距阻碍了对DST进行优化,以实现全面的语言技能发展.
研究的目的:
- 调查DST中任务复杂性的影响对伊朗EFL学习者的辅音集群获取.
- 检查 DST 中任务复杂性对学习者语言思维的同时影响.
- 探索增强任务复杂性,发音技巧和思维发展之间的关系.
主要方法:
- 在245名伊朗EFL学习者中采用混合方法方法.
- 一个实验组 (EG) 使用越来越复杂的DST任务;一个控制组 (CG) 使用非DST任务.
- 测试前后测量了和音符集群的产生和语言思维方式,并通过与19名EG参与者进行半结构面试来补充.
主要成果:
- 与CG相比,EG在和音集群准确性和增长思维度得分上显示了统计学上显著的改善.
- 定性数据揭示了改善参与,促进语言能力,提高动机和扩大认知发展在EG的主题.
- 趋同的定量和定性发现强调了DST系统变化的任务复杂性的好处.
结论:
- 在DST中系统地整合多样化的任务复杂性是EFL学习者的有效教学策略.
- 这种方法同时提高了有针对性的语音技能,特别是辅音集群生产.
- 它还促进了适应性语言思维方式,为更全面的语言学习成果做出了贡献.
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