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蒋湘陵

大连外国语大学，中国

 

摘要

将图片和意义进行配对是词汇单项教学的常见活动，对一幅图片的认知和理解 , 因不同的人、不同的时候、不同的背景 , 其认知和理解的结果是不同的。本文基于认知负荷理论，以亚美尼亚、圭亚那中文学习者和教师为研究对象，采用比较法和问卷调查法，对卡通图片和实景图片辅助中文词汇教学的短时记忆效果进行测试，并使用 SPSS 的成对样本 t 检验对中文母语教师、本土教师以及海外学习者之间的图片认知差异进行了分析，归纳总结了有差异和无差异的图片类型。研究结论包括 ：（1）经过处理的卡通图片对于初级阶段学习者的词汇学习短时记忆效果优于实景图片 ；（2）中文母语教师与本土教师以及海外学习者之间存在图片认知差异 ；（3）中文配对游戏中使用弱文化相关性图片符号更能提高词汇学习效果。

 

关键词

国际中文教育，词汇教学，配对游戏，图片认知差异，教学图片

 

A Study on Cognitive Differences in Image Matching Games with Chinese Vocabulary

Xiangling Jiang

Dalian University of Foreign Languages,China

 

Abstract

Interpretation and cognition of images for teaching purposes are different due to objects and their background variation, while empirical studies in this field are still insufficient. Therefore, this paper used comparative studies and questionnaires to test short-term memory effected by animations and real-world images, at the same time analyze cognitive differences between Chinese teachers, local teachers and learners from Armenia and Guyana. Statistics of cognitive differences are analyzed with Paired-Samples T tests. Types of images with and without cognitive differences are summarized. The results include:(1)Processed animations performed better than real-world images in short-term memories tests for vocabulary acquisition;(2)There are cognitive differences between Chinese teachers and local teachers and learners;(3)Images with weak cultural correlation have positive influence on Chinese vocabulary acquiring in word-image matching games.

 

Keywords

TCSOL, vocabulary teaching, matching games, cognition differences, teaching images