线上词汇教学的迁移因素考察与应用分析——基于多元线性回归模型

Abstract

With the rapid advancement of information technology, online vocabulary teaching has become a significant branch in the field of language education. This study aims to explore the transfer factors and their application effects in online vocabulary teaching through a multiple linear regression model. Initially, the study defines the basic concepts and characteristics of online vocabulary teaching, followed by a literature review to outline its theoretical foundation and development trends. Subsequently, the study constructs a multiple linear regression model, selecting variables related to online vocabulary teaching (such as teaching methods, materials, teacher engagement, and characteristics of online platforms) as independent variables, and learners' vocabulary learning outcomes as the dependent variable. Learners' individual differences, such as age and gender, are used as control variables for empirical analysis. The findings indicate that teaching methods, materials, teacher involvement, and characteristics of online platforms all have a significant positive impact on the effectiveness of online vocabulary learning. These insights provide important guidance for enhancing the effectiveness and transferability of online Chinese vocabulary teaching, profoundly impacting the education of Chinese as a second language.

随着信息技术的飞速发展，线上词汇教学成为了语言教育领域的一个重要分支。本研究旨在通过多元线性回归模型探究线上词汇教学的迁移因素及其应用效果。研究首先界定了线上词汇教学的基本概念与特点，随后通过文献综述法梳理了线上词汇教学的理论基础及发展趋势。在此基础上，本研究构建了多元线性回归模型，选取了和线上词汇教学影响因素（教学方法、教学材料、教师参与、线上平台特性）作为自变量，以学习者的词汇学习效果作为因变量，样本学习者的个体差异（如年龄、性别等）作为控制变量进行了实证分析。研究结果表明，教学方法、教学材料、教师参与度、线上平台特性四个自变量均对线上词汇学习效果有显著正向影响。这些发现对提高线上汉语词汇教学效果和迁移性提供了重要指导，对汉语作为第二语言的教育有着深远影响。