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made up of working memory and long-term memory, and it analyzeshow information is processed from the perspective of the allocation of cognitiveresources.Working memory capacity is limited. According to Miller (1956), only seven plusor minus two items of information can be stored in working memory at a time.Baddeley (1992) claimed that when solving problems, the new information was firststored in working memory temporally. If information could not be memorized orrepeated in time, the information would be forgotten, which was due to the limitationsof working memory capacity. Peterson & Peterson (1959) stated that there was onlyabout 20 minutes for the information’s storage in working memory.

Chapter 3 Research Methodology.......... 30-37
    3.1 Research Questions.......... 30
    3.2 Research Design ..........30-36
        3.2.1 Subjects ..........30-31
        3.2.2 Research Materials.......... 31-32
        3.2.3 Instruments ..........32-33
        3.2.4 Procedure.......... 33-36
    3.3 Data Collection.......... 36
    3.4 Data Analysis ..........36-37
Chapter 4 Results ..........37-46
    4.1 Listening Performance and Presentation modes ..........37-39
    4.2 Correlation between Cognitive Load and Listening ..........39-41
    4.3 Test-takers’ Attitudes towards Each Presentation..........41-45
    4.4 Summary ..........45-46
Chapter 5 Discussion.......... 46-55
    5.1 Modality Effect in Presentation Modes..........46-50
    5.2 Test-takers’ Opinions of Each Presentation Mode.......... 50-53
5.3 Summary ..........53-55

Conclusion

First of all, it was found that listening performance differed by text, audio, and text+ audio presentation modes of listening questions and there was statistically significantdifference. However, the study found a reversed modality effect on listening questions.Although there was no notable difference between the text presentation mode and thedual text + audio presentation mode of listening questions, the text presentation modewas superior to the dual text + audio presentation mode, which was superior to theaudio presentation mode. There were significant differences on listening performancesbetween text and audio presentation modes, between audio and text + audiopresentation modes.
In addition, it was demonstrated that listening performance was negativelycorrelated with cognitive load, and there were high correlation coefficients, by theexploration of how much mental effort test-takers invested when listening in differentpresentation modes by the questionnaire of CLSRS. The cognitive load produced inlistening process for audio presentation mode of listening questions was heaviest, andfor test-takers in the mode also got the lowest listening scores. For test-takers in dualtext + audio presentation mode, there was also heavy cognitive load, but which waslower than that of audio presentation mode, and the listening scores gained were alsosuperior to those of test-takers in audio format. In contrast, test-takers in text本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。