Theories of multimedia learning suggest that learners can form better referential connections when verbal and visual materials are presented simultaneously. Furthermore, the addition of auditory input in reading-while-listening conditions benefits performance on a variety of linguistic tasks. However, little research has been conducted on the processing of multimedia input (written text and images) with and without accompanying audio. Eye movements were recorded during young L2 learners’ (N = 30) processing of a multimedia story text in reading-only and reading-while-listening conditions to investigate looking patterns and their relationship with comprehension using a multiple-choice comprehension test. Analysis of the eye-movement data showed that the presence of audio in reading-while-listening conditions allowed learners to look at the image more often. Processing time on text was related to lower levels of comprehension, whereas processing time on images was positively related to comprehension.

中文翻译：

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青年学习者多模态输入处理及其对阅读理解的影响

多媒体学习理论表明，当语言和视觉材料同时呈现时，学习者可以形成更好的参考联系。此外，在边读边听条件下增加听觉输入有利于各种语言任务的表现。然而，很少有关于处理有或没有伴随音频的多媒体输入（书面文本和图像）的研究。在年轻的二语学习者（ñ= 30）在只读和边听边读条件下处理多媒体故事文本，以使用多项选择理解测试来调查观看模式及其与理解的关系。对眼球运动数据的分析表明，在边读边听条件下存在音频使学习者可以更频繁地查看图像。文本的处理时间与较低的理解水平有关，而图像的处理时间与理解呈正相关。