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is cognitiveoverload in the process of listening comprehension over a long period of time.Consequently, the cognitive load produced in the process of listening comprehensionmust be reduced in the design of listening teaching so as to improve learning efficiency.Many effects, such as the split-attention effect, the redundancy effect, and the modalityeffect, etc. were proposed to hinder cognitive overload and to facilitate learning. Thepresent study mainly investigates the relationship between the modality effect andlistening performance in different modes of listening questions. The modality effectrefers that there is efficient learning in the situation of both visual and audiopresentation formats of information. However, in previous studies, the results on theeffect of the modality effect on learning are conflicted.
As mentioned above, there are many factors that affect listening comprehension,such as text genre, question type, visual cues. However, there are few studies researchon if listening question presentation mode influences listening comprehension.Listening questions are mainly presented in text mode for junior and senior middleschool students, but the listening questions are always presented in audio format forcollege students. Few researches explore whether students have different listeningperformances under the condition of the two different presentation modes of listeningquestions. The study not only studies the relationship between listening performanceand text, audio presentation mode of listening questions respectively, but investigatesthe relationship between listening performance and dual presentation mode (text +audio) of listening questions. Therefore, the aim of the present study is to investigate ifthe modality effect has effect on listening comprehension, that is whether listeningperformance differs by presentation modes of listening questions, which are text, audio,text + audio presentation modes. Then, correlation between cognitive load andlistening performance is explored. In the end, the study investigates test-takers’attitudes towards each presentation mode of listening questions.

Chapter 2 Literature Review

In the past years, cognitive load theory (CLT) has been playing an important role ininstructional design, and providing guidelines for instruction as a theoreticalframework. Numerous empirical studies have used it. There are many principles incognitive load theory, and the modality effect is an important one which plays animportant role in recent language teaching.

2.1 Cognitive Load Theory (CLT) and Listening Comprehension
Over the past decades, the changes which listening comprehension has undergonewere obvious, and listening comprehension becomes more and more important inEnglish teaching. With the development of CLT, the application of the theory inclassroom teaching is widespread, especially in language teaching. In addition,listening compression is a complex process, and heavy cognitive load, which hinderslistening comprehension, can be probably produced in listening process. Therefore,CLT was used as the guideline to reduce the cognitive load produced in listeningcomprehension process by many research.

2.1.1 Cognitive Load Theory
In the 1980s, Sweller officially proposed CLT, which originated from the researchon limited working memory of George Miller. CLT hypothesizes that human cognitivearchitecture is 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。