The Study On The Correlation Of The Presentation Modes Of Listening And English Listening Comprehension Of Junior Students From The Perspective Of Cognitive Load Theory

The traditional listening test just presents information in a single auditory channel.For the past few years,listening presentation mode including both visual and auditory channels has been more and more popular with teachers and students.Comparing with the single input channel,it has been proved that the dual input mode is more helpful for students'learning.That is so-called the Modality Effect.However,there are some scholars who got the opposite result from their own research with the faithful evidence.The paper is based on the Cognitive Load Theory,and mainly targets at investigating the relationship between different presentation modes of listening materials and the listening comprehension of English learner to show whether the dual mode is more useful.The study subject involves 90 junior middle-school students in Grade Eight and they come from two parallel classes of the same school.They were divided into three groups:audio group with eyes open,audio group with eyes closed,audio+video without subtitle group.Before the formal test,the listening pretest was conducted to make sure those subjects' listening performance staying at the same level.Afterwards,Cognitive Load Subjective Rating Scale and a questionnaire survey have been conducted.The paper uses the quantitative method and qualitative method to explore the following three questions:(1)How do the different listening presentation modes influence the listening comprehension?And does the modality effect exist in the test?(2)What is the relationship between different listening presentation modes and cognitive load?(3)What is the correlation of cognitive load and listening score?The data of the test was analyzed by one-way ANOVA and correlation analysis of SPSS software.And the major findings are as followed:(1)Difference listening presentation modes may influence listening comprehension.Video plays a positive role in junior middle students' listening comprehension.Modality effect does exist in the test.According to the result,the listening score of audio groupwith eyes open was worst,audio group with eyes closed performed in a middle spot,and audio+video without subtitle group was highest.So to speak,the test subjects benefit more from the listening presentation mode that involves audio and visual channels.(2)Cognitive load varied with the different listening presentation modes.The Cognitive Load Subjective Rating Scale and questionnaire show audio+video group had the lowest cognitive load,and correspondingly,the audio group with eyes open got the high level of cognitive load.There was no significant difference between the audio group with eyes open and the audio group with eyes closed.(3)There was negative correlation between cognitive load and listening score.That means lower the cognitive load,higher the listening score.It is obviously seen from the test.As mentioned in the paper,audio+video without subtitle group which got lowest cognitive load gained the highest score,and the audio group with eyes open which got the high level of cognitive load performed worst.It is also proved that the dual mode is more helpful for listening learning.