Input of Multimedia Information, Cognitive Load & EFL Listening Decoding

Haiyan ZHOU

Abstract


This paper clarified the concepts of cognitive load and combined EFL listening decoding as well as the relationship between them, and examined the change of learners’ cognitive load and its impact on their EFL listening decoding which were caused by input of pure audio information and that of combined audio information with mixtures such as pictures and images. Based on this, the author proposed some effective strategies to improve learners’ EFL listening decoding, including strengthening the training of learners’ English thinking, increasing their cognitive level, enriching the design of EFL listening teaching, creating multiple schemas and maintaining the reasonable cognitive load according to individual learners’ cognitive styles.


Keywords


Input of multimedia information; Cognitive loading; EFL listening decoding

Full Text:

PDF

References


Ding, H. (1998). Communicative information. Wuhan: Huazhong University of Technology Press.

Feldman, J., et al. (2005). Using linear programming to decode binary linear codes. IEEE Translations on Information Theory, 9(3), 957-972.

Gong, D. Y. (2005). En empirical study on how the increase of relevant cognitive load affects students’ multimedia learning. Journal of North-west Normal University, 25(1), 6-11.

Gong, L. S. (2006). The effect of psychological pressure on interpretation decoding process. Computer-Assisted Foreign Language Teaching, 26(2), 40-45.

He, L. (2005). The schema restriction in EFL listening comprehension. XXXX, 24(2), 27-40.

He, P. F. (2003). The application of decoding theory in college English listening. Computer-Assisted Foreign Language Teaching, 23(1), 24-28.

Hu, J. L., & Chen, J. L. (2013). A brief introduction to foreign language education technology. Computer-assisted Foreign Language Teaching, 33(1), 5-11.

Krashen, G. (1981). Second language acquisition and second language learning. Oxford, Pergamon Press.

Lin, G., & Chen, G. J. (2007). How the internet learning environments affect learners’ cognitive load and corresponding strategies. Chinese Open Education, 23(8), 36-41.

Paas, F., et al. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychology, 21(1), 1-10.

Paas, F., et al. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38(2), 124-183.

Richard, J., et al. (1998). Cognitive styles and learning strategies: Understanding style differences in learning and behavior. London: Fulton Publishers, 76-81.

Shi, W. (2011). A brief discussion of cognitive load teaching design theory. Journal of North-west Normal University, 31(6), 288-291.

Slava. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 35(4), 509-539.

Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 10(1), 1-8.

Sweller, J., et al. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10 (2): 141-145.

Wang, H. (2008). Decoding orientation of cultural information in EFL listening. Journal of Sichuan Foreign Language Studies, 29(8), 93-97.

Wang, S. R., & Wang, H. X. (2011). Status quo of college English teaching in China. Teaching English in China, 16(1), 6-11.

Wang, W. Z. (2009). Presentation principles for multimedia teaching based on cognitive load theory. Long-distance Education, 15(2), 33-38.

Xin, Z. Q., & Lin, C. D. (2002). Relationship between cognitive load, cognitive skills and obtaining of schema. Journal of West China Normal University, 22(2), 55-61.




DOI: http://dx.doi.org/10.3968/n

Refbacks

  • There are currently no refbacks.


Copyright (c)




Share us to:   


Reminder

How to do online submission to another Journal?

If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.


We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: caooc@hotmail.com; sll@cscanada.net; sll@cscanada.org

 Articles published in Studies in Literature and Language are licensed under Creative Commons Attribution 4.0 (CC-BY).

 STUDIES IN LITERATURE AND LANGUAGE Editorial Office

Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada. 
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mailoffice@cscanada.net; office@cscanada.org; caooc@hotmail.com

Copyright © 2010 Canadian Academy of Oriental and Occidental Culture