Understanding multimedia dialogues in a foreign language

The effects of lexical and semantic previews on the comprehension of a computer‐presented illustrated dialogue were examined. Based on a multilevel cognitive theory of comprehension, different types of preview were expected to influence specific aspects of the learners' activity. Thirty French...

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Bibliographic Details
Published inJournal of computer assisted learning Vol. 16; no. 2; pp. 148 - 156
Main Author Merlet, S.
Format Journal Article
LanguageEnglish
Published Oxford, UK Blackwell Science Ltd 01.06.2000
Wiley Subscription Services, Inc
Subjects
Control group
Control Groups
Foreign language
Language comprehension
Language Skills
Learning Processes
Multimedia
Student-centred
Undergraduate
Undergraduate Students
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Summary:The effects of lexical and semantic previews on the comprehension of a computer‐presented illustrated dialogue were examined. Based on a multilevel cognitive theory of comprehension, different types of preview were expected to influence specific aspects of the learners' activity. Thirty French undergraduate students of English as a foreign language were asked to study a computerised illustrated dialogue. A lexical preview decreased the frequency of control actions while listening (e.g. pauses, replays) while the semantic preview improved the quality of information recalled. It is concluded that a fine‐grain analysis of language comprehension processes can improve the design of educational multimedia products
Bibliography:ark:/67375/WNG-S78FKS4L-C
ArticleID:JCAL126
istex:C3114D8A8F31E9C9DB0ADCDA79ACC0A75ADDE89C
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0266-4909
1365-2729
DOI:10.1046/j.1365-2729.2000.00126.x