The Influence Of Information Presentation And English Level On College Students’ Listening Performance

The cognitive load theory is increasing popular in education filed. The redundancy effect means that audio-visual dual channel will increase the cognitive load and decrease the learning efficiency. The modality effect means that information present by single channel will aggravate the burden of working memory. But information present by dual channel can expand the capacity of working memory, and it’s more advantageous to the cognitive processing. Experimental results show that the cognitive load is closely related to the individual previous experience. However there is no research can explain under what conditions the redundancy effect will produce on English listening teaching. This paper mainly studies the English listening performance that different English level of college students under different information present.This research designed two experiments. Experiment 1 is a two factors between subjects design of experiment, designed by 2(information presentation forms: listen and read, read only) x 3(English: low level group, medium level, high level group). The participants are the freshman. Experiment 1 content a pretesting, an acquisition phase and a testing phase. The pretesting is used to screen subjects. The acquisition phase is used to learn the words and sentences. The testing phase is used to dictate. Then compare and analyze the learning grades and testing grades for each group. Experiment 2 is based on Experiment 1. Experiment 2 is a two factors between subjects design of experiment by 3(information presentation forms: listen and read, read only, listen only) x 3(English: low level group, medium level, high level group). Experiment 2 is aiming at verifying which language ability has been improved through the single channel. The pretesting and acquisition phase of Experiment 2 are consistent with the Experiment 1, and the testing phase of Experiment 2 consist of listening test, reading test and writing test. All the words and sentences of acquisition phase and testing phase are from a same English science article.Analyzing the experimental data through spss21.0 and experimental results are below:1. In acquisition phase of English listening, on the difficult word translation, the medium and high level participants’ scores were significantly better than the low level’s by using audio-visual dual channel, vision single channel or audio single channel; On the simple sentence translation, medium were significantly better than the low level under the audio-visual dual channel and visual single channel, high level subjects’ scores was significantly better than medium level under the condition of audio single channel; On the simple sentence creation, medium and high level were significantly better than the low level by using audio-visual dual channel.2. In testing phase of English listening, no matter how easy the test is, the scores by using audio single channel were significantly lower than the visual single channel and audio-visual dual channel, the scores by using visual single channel are not less than using the audio-visual dual channel; Low level subjects’ scores are significantly lower than the medium level and high level.3. In the cognitive load measurement, the audio single channel has the highest cognitive load, the cognitive load of audio-visual dual channel is not lower than the visual single channel.