Abstract

The purpose of this study was to examine whether technology-based learning environments have the potential to support dual-language learners’ (DLLs) vocabulary learning in their less dominant language. Interrogating Dual-Coding Theory (Paivio, 1986 Paivio, A. (1986). Psychological processes in the comprehension of metaphor. Metophor and Thought, 163. Retrieved from https://ci.nii.ac.jp/naid/10029347183/ [Google Scholar]), this study investigates whether DLLs benefit from media content that is delivered both orally and visually, and uses English language proficiency as an important contextual factor that might impact vocabulary learning on screens. Adopting a within-subjects design on 43 preschool-aged DLLs, and using eye-tracking technology to monitor children’s attention, this study finds that DLLs are able to identify more words that are taught on screen when information is dual-coded, particularly if they have lower English language proficiency. Implications for the field of computer-assisted language learning are discussed.

摘要

本研究的目的是检验基于技术的学习环境是否有潜力支持双语学习者 (DLL) 使用他们不太常用的语言学习词汇。询问双重编码理论 (Paivio, 1986 Paivio, A. ( 1986 )。隐喻理解中的心理过程。隐喻和思想，163。取自 https://ci.nii.ac.jp/naid/10029347183/ [Google Scholar] )，这项研究调查了 DLL 是否受益于口头和视觉传递的媒体内容，并使用英语语言能力作为可能影响屏幕上词汇学习的重要上下文因素。本研究对 43 个学龄前 DLL 采用学科内设计，并使用眼动追踪技术监测儿童的注意力，发现当信息为双重编码时，DLL 能够识别更多屏幕上教授的单词，特别是如果它们英语水平较低。讨论了对计算机辅助语言学习领域的影响。