输入文本模态选择对听力理解影响的实证研究——以莆田学院为例

指出多模态的视听文本在英语听力课堂中已逐渐产生压倒性优势，着重调查不同模态的文本输入对英语专业学生听力理解的影响及其对高、低年级的学生作用是否存在差异。结果显示，输入文本的模态差异对不同层次的学生的听力理解均有不同程度的影响。因此，在听力训练中，应根据学生语言能力的发展及不同阶段的认知特征，循序渐进地按音频——字幕视听——视听模态顺序选择输入文本，提高学习效果。

An Empirical Study of the Effect of Input Mode on Listening Comprehension --Taking the Case of Putian University

Multimodal texts have been prevailing in language teaching classrooms, especially for listening comprehension training. This study, with an empirical test, is conducted to determine the effects of the students＇ exposure to three different input modes and difference of the effects on two groups of students at different learning stages. The results indicate significant effects of input mode, as well as distinctness of the effects on each group. Thus, the modes of input texts should be carefully chosen for students with different language proficiency and cognitive charactefistcs. With a view to achieve the maximum learning efficiency in listening comprehension training, the order of audio mode, captioned audio-visual mode, and then audio-visual mode is recommended.