The Effect Of Perceptual Learning Style And Multimodal Teaching On Chinese Learning Achievement

This paper studies the influence of learners' perceptual style and task mode configuration on students' learning performance by taking text understanding,vocabulary acquisition and syntactic structure as performance indicators.In this experiment,60 primary Chinese learners were divided into visual perceptual style learners and auditory perceptual style learners,each of which had 30 learners.The 30 learners accepted three different learning modes:visual single mode,audio-visual dual mode and "audio-visual+reading" multimodality.The following conclusions are drawn.First,for text understanding,the learning performance of audio-visual dual-mode learning mode configuration is better than that of visual single-mode and "audio-visual+reading" multimodal.The integration of text and voice can be processed through two channels to help learners understand the text content more deeply.Second,as for the definition of words,neither the auditory mode nor the reading task can help the learners of the two perceptual styles understand the meaning of the words in a deeper level.However,in visual single-mode input,the performance of visual learners is better than that of auditory learners.This is mainly due to the fact that visual learners have stronger visual spatial template storage ability and larger capacity.Thirdly,there is no significant difference between the three modal configurations in lexical choice.Therefore,auditory input and reading output tasks did not increase the learning effect.Finally,for the syntactic structure,for the hearing learners,"audio visual+reading"multimodal configuration is better than other modes.This result is mainly due to the fact that for the primary level Chinese learners,the output task of "reading aloud" makes the auditory learners pay attention to the form of syntactic structure,thus helping them to make a better judgment of syntactic conformity.In the end,the experiment also has certain enlightenment to the teaching of international Chinese,and puts forward the direction of further research.