Scaffolding comprehension with reading while listening and the role of reading speed and text complexity,The Modern Language Journal

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Scaffolding comprehension with reading while listening and the role of reading speed and text complexity
The Modern Language Journal ( IF 4.7 ) Pub Date : 2024-02-07 , DOI: 10.1111/modl.12905
Bronson Hui ₁

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Audiobooks allow language learners to read and listen to the same text simultaneously; yet the effects of this bimodal input (written and spoken) on learners’ comprehension have been inconsistent, suggesting that the conditions under which audiobooks can help comprehension are not well understood. As such, I explored silent reading speed and text complexity as two potential variables that moderate reading-while-listening (RWL) comprehension. In a within-participant design, 46 English learners in an American university read, listened to, and simultaneously read and listened to two complexity versions of a fictional text. Mixed-effects regression modeling revealed that participants comprehended better in the RWL conditions than in the listening-only conditions, echoing findings from the captions literature. This effect was moderated by neither silent reading speed nor text complexity. There were also no main effects between RWL and reading-only conditions, indicating limitations in the use of audiobooks in language classrooms to promote written text comprehension.

中文翻译：

边听边读的支架理解以及阅读速度和文本复杂性的作用

有声读物可以让语言学习者同时阅读和聆听相同的文本；然而，这种双模式输入（书面和口头）对学习者理解的影响并不一致，这表明有声读物可以帮助理解的条件还没有得到很好的理解。因此，我探索了默读速度和文本复杂性作为调节边听边读（RWL）理解的两个潜在变量。在一项参与者内部设计中，一所美国大学的 46 名英语学习者阅读、聆听，以及同时阅读和聆听虚构文本的两个复杂版本。混合效应回归模型显示，参与者在 RWL 条件下的理解效果优于仅听力条件下的理解程度，这与字幕文献中的发现相呼应。这种效果不受默读速度和文本复杂性的影响。RWL 和只读条件之间也没有主要影响，这表明在语言课堂中使用有声读物来促进书面文本理解的局限性。

更新日期：2024-02-07

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