近十多年來,大量研究證實測試可以比相同時間的重學(xué)產(chǎn)生更好的學(xué)習(xí)效果,這一現(xiàn)象被稱為測試效應(yīng)。盡管測試效應(yīng)研究已經(jīng)取得比較豐富的成果,但由于起步較晚,尚存諸多爭議與空白。就學(xué)習(xí)策略而言,測試效應(yīng)的發(fā)現(xiàn)主要基于測試相于對重學(xué)的優(yōu)勢,而測試是否總是優(yōu)于精細(xì)加工還有待驗證,將精細(xì)加工與測試結(jié)合的效用探究更是有限。就學(xué)習(xí)材料而言,復(fù)雜材料是否會影響測試效應(yīng)的產(chǎn)生也存在爭議。此外,測試效應(yīng)的產(chǎn)生機(jī)制尚不明確。認(rèn)知負(fù)荷理論認(rèn)為由于學(xué)習(xí)者認(rèn)知資源的有限性,完成一項任務(wù)時內(nèi)在、外在、相關(guān)認(rèn)知負(fù)荷此消彼長,從而影響學(xué)習(xí)效果,而不同的學(xué)習(xí)策略與學(xué)習(xí)材料復(fù)雜度會決定產(chǎn)生何種認(rèn)知負(fù)荷。近來,有學(xué)者基于認(rèn)知負(fù)荷理論對測試效應(yīng)作出了初步探究與解釋,然而研究數(shù)量極其有限,并且僅僅局限于母語測試效應(yīng)研究。為進(jìn)一步挖掘二語測試效應(yīng)產(chǎn)生的邊界條件及機(jī)制,本研究從認(rèn)知負(fù)荷角度出發(fā),探究學(xué)習(xí)策略和文本復(fù)雜度如何影響二語語篇理解、認(rèn)知負(fù)荷及兩者之間的相關(guān)性。主要研究問題如下:1.學(xué)習(xí)策略如何影響二語語篇測試效應(yīng)及認(rèn)知負(fù)荷?2.文本復(fù)雜度如何影響不同學(xué)習(xí)策略下的二語語篇測試效應(yīng)及認(rèn)知負(fù)荷?3.不同學(xué)習(xí)策略和文本復(fù)雜度下的二語語篇理... 

【文章來源】：江南大學(xué)江蘇省 211工程院校 教育部直屬院校

【文章頁數(shù)】：141 頁

【學(xué)位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
摘要
ABSTRACT
Chapter One INTRODUCTION
    1.1 Research Background
    1.2 Significance of the Study
        1.2.1 Theoretical significance
        1.2.2 Pedagogical significance
    1.3 Structure of the Study
Chapter Two LITERATURE REVIEW
    2.1 Concepts of Key Items
        2.1.1 Testing effect
        2.1.2 Learning strategy
        2.1.3 Text complexity
    2.2 Theoretical Research
        2.2.1 Relevant theories on the testing effect
        2.2.2 Cognitive load theory
    2.3 Empirical Research
        2.3.1 Studies of learning strategy on the testing effect
        2.3.2 Studies of text complexity on the testing effect
        2.3.3 Studies of the testing effect based on the cognitive load theory
    2.4 Summary
Chapter Three RESEARCH METHOD
    3.1 Research Questions
    3.2 Participants
    3.3 Materials
    3.4 Instruments
        3.4.1 Language proficiency test
        3.4.2 Final test
        3.4.3 Measurements of cognitive load
        3.4.4 Post-interview
    3.5 Procedures
        3.5.1 Pilot experiment
        3.5.2 Main experiment
    3.6 Data Analysis
Chapter Four RESULTS AND DISCUSSION
    4.1 Effects of Learning Strategy on L2 Discourse Testing Effect and Cognitive Load
        4.1.1 Results
        4.1.2 Discussion
    4.2 Effects of Text Complexity on L2 Discourse Testing Effect and Cognitive Load under Different Learning Strategies
        4.2.1 Results
        4.2.2 Discussion
    4.3 Correlations between L2 Discourse Comprehension and Cognitive Load
        4.3.1 Results
        4.3.2 Discussion
Chapter Five CONCLUSION
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Research Limitations and Suggestions for Future Research
REFERENCES
APPENDICES
    Appendix Ⅰ Papers Published during the MA Program
    Appendix Ⅱ Learning Materials
    Appendix Ⅲ Language Proficiency Test
    Appendix Ⅳ Final Test
    Appendix Ⅴ Subjective Scale of Cognitive Load
    Appendix Ⅵ Secondary Color Observation Task
    Appendix Ⅶ Post-interview
    Appendix Ⅷ Instructions for the Present Experiment



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