使用電腦字典輔助英文閱讀之認知負荷、認知歷程與非刻意字彙習得

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：27

、訪客IP：18.222.20.80

姓名

陳靜紜(Ching-yun Chen) 查詢紙本館藏

畢業系所

學習與教學研究所

論文名稱

使用電腦字典輔助英文閱讀之認知負荷、認知歷程與非刻意字彙習得
(Using Computer-mediated Dictionaries to Assist EFL Reading: Exploring Cognitive Load, Cognitive Process and Incidental Vocabulary Acquisition)

相關論文

★ 在亞卓市教案編輯系統中設計學校本位教案發展之模組	★ 以同儕互評與討論提升小六學童之寫作表現 ~以行動學習輔具教室為例
★ 以言談分析方法解析鷹架輔助之線上即時互動	★ 『教學決策參照架構』對教師應用無線科技進行數學教學成效影響之實驗研究
★ 高中生「相關」迷思概念診斷工具之發展歷程研究	★ 以模擬為基礎的統計學習軟體之初探性評估研究
★ 線上同儕互評對國小六年級學童寫作學習成效影響之實驗研究	★ 模擬輔助理解系統對高中生統計「相關」概念學習成效之實驗研究
★ 認知風格對模擬為基礎之電腦輔助學習的影響	★ 認知風格對學習者於互動多媒體輔助統計學習之影響－以圖像型與文字型為例
★ Exploring Computer-based Nature Science Instruction Based on the Cognitive Load Theory: Spatial Contiguity Effect, and Effects of Prior Knowledge on Performance Assessments	★ 行動學習環境中「表徵形式」與「線索有無」對學習者學習行為、認知負荷與學習成效之影響
★ 認知負荷理論的應用與省思：優化電腦模擬輔助學習之介面設計與認知支持的系列研究	★ 虛擬教室結合頭戴式顯示器之注意力偵測設計及準確度分析與研究
★ 電腦模擬輔助學習中「人機互動」對認知負荷、學習歷程與學習成效的影響	★ 影響中小學教師行動科技融入教學之因素模式探討

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

使用字典輔助閱讀為一項能解決學習者本身字彙量限制及文章脈絡線索等問題的有效方法。本研究目的為探討學習者使用電腦字典對於非刻意字彙習得（incidental vocabulary acquisition）的影響。將27位大學生隨機分配至實驗的三個組別：無提供字典之控制組（no-aid）、不同輸入模式字典之「點選型字典組」（click-on dictionary）及「輸入型字典組」（key-in dictionary)。透過眼動儀記錄學習者使用電腦字典閱讀的目標字查詢及字義搜尋歷程，以認知負荷的角度搭配字彙習得表現，探討認知歷程中對於學習者習得字彙是益處還是阻礙。
本研究結果為：
1.「有使用字典組」在目標字凝視平均時間顯著多於「無使用字典組」，但兩組在字彙習得表現，以及學習者感知文章內容與字彙之困難程度皆未達顯著差異。
2.「輸入型字典組」在拼字測驗、目標字平均查詢時間、目標字平均凝視時間及學習者感知使用字典的困難程度皆顯著多於「點選型字典組」，增加的負荷為有助於認識字彙拼法之增生負荷。
3.「輸入型字典組」在字典與文章遞移的平均次數及投入於找尋對的字義之心力顯著多「點選型字典組」，兩組在字義配對測驗表現、字典內容平均凝視時間與心力皆未達顯著差異。當「輸入型字典組」在目標字查詢歷程花費太多的時間查詢時，暫存於工作記憶中的文章內容及脈絡產生中斷，而在獲得字典內容後，則須補足對於文章內容的理解。
根據本研究結果建議，以供實務及後續研究參考。

摘要(英)

To second language learners, using dictionary while reading helps them to solve the context clues mysteries and the problem of lack of vocabulary.
The aim of this study is to explore the effect of computer-mediated dictionaries on incidental vocabulary acquisition.
Twenty-seven college students were randomly assigned to three conditions: (1) no-aid (control), (2) click-on dictionary, and (3) key-in dictionary.
The processes of headword finding and meaning finding were recorded using eye tracking. From the perspective of cognitive load and the learning performance of vocabulary, we explored if using a dictionary was beneficial or a hindrance to learners’ vocabulary acquisition.
The results of this study were as follows:
1.The two groups which had dictionaries spent significantly more time on target words than the group without any aid. But the groups with and without dictionaries had no significant difference in the performance of vocabulary acquisition, and in the self-reported degree of difficulty of the article content and vocabulary.
2.In the process of headword finding, the key-in group spent significantly more time than the click-on group on the spelling test, the average search time of target words, and the average fixation duration of target words. The key-in group also had significantly more self-reported degree of difficulty of dictionary use than click-on group. The increased cognitive load is called germane cognitive load, and it brought benefit to the spelling test for the key-in group.
3.In the process of meaning finding, the key-in group had significantly more average number of transitions between the dictionary and the article, and paid more effort to find the suitable meaning. But the two groups had no significant difference in the performance of vocabulary meaning test, and in the fixation duration and effort spent on the dictionary content. Key-in group spent too much time on headword finding, and thus it caused to interrupt the process of storing the contents of the article in working memory, so the comprehension of the article needed to be complemented by the content of the dictionary after looking up words.
Based on these results, this study can provide reference for practice and future researches.

關鍵字(中)

★ 電腦字典
★ 認知負荷
★ 非刻意字彙習得
★ 認知歷程

關鍵字(英)

★ cognitive process
★ cognitive load
★ incidental vocabulary acquisition
★ computer-mediated dictionaries

論文目次

摘要................I
Abstract............II
致謝................IV
目錄 ...............VI
圖目錄..............IX
表目錄..............X
一、緒論............1
1-1 研究背景與動機..1
1-2 研究目的與研究問題.....4
1-3 名詞釋義...............4
二、文獻探討........7
2-1 字典輔助閱讀之相關研究...7
2-1-1 閱讀時非刻意字彙習得...7
2-1-2 使用「不同輸入模式字典」對字彙習得之影響.. 11
2-2 認知負荷理論（Cognitive Load Theory）......14
2-2-1 認知負荷理論..............................14
2-2-2 字典輔助閱讀的認知負荷之相關研究..........14
2-3 眼動記錄查詢歷程之相關研究.................21
2-3-1 眼動儀應用於閱讀歷程中....................21
2-3-2 以圖文整合角度說明字典輔助閱讀之情境認知負荷理論...25
2-4 小結...............................................26
2-5 研究假設...........................................27
2-5-1「有無使用字典」對字彙習得、認知歷程與認知負荷的影響.28
2-5-2 使用「不同輸入模式字典」對字彙習得、認知歷程與認知負荷
的影響..............................................28
三、研究方法.............32
3-1 研究目的.............32
3-2 研究對象.............32
3-3 實驗材料.............33
3-3-1電腦字典.............33
3-3-2閱讀教材.............34
3-3-3測驗工具.............35
3-3-4認知負荷量表.........37
3-4 實驗設計.............38
3-5 實驗設備.............39
3-6 實驗程序.............40
3-6-1第一部分－前測.......42
3-6-2第二部分－正式實驗...43
3-7 資料整理與分析.......43
3-7-1分級測驗分數.........44
3-7-2字彙習得測驗.........44
3-7-3眼動資料.............44
3-7-4認知負荷量表.........46
四、研究結果..............48
4-1 「有無使用字典」對字彙習得、認知歷程與認知負荷的影響..48
4-2 「不同輸入模式字典」對字彙習得、認知歷程與認知負荷的影響
.....................................................49
4-2-1目標字查詢歷程中學習者的拼字表現、認知歷程與認知負荷.49
4-2-2字義搜尋歷程中學習者的字義配對表現、認知歷程與認知負荷
.....................................................49
五、結果討論...............51
5-1「有無使用字典」對字彙習得、認知歷程與認知負荷的影響...51
5-2「不同輸入模式字典」對字彙習得、認知歷程與認知負荷的影響
......................................................54
5-2-1目標字查詢歷程中學習者的拼字表現、認知歷程與認知負荷.55
5-2-2字義搜尋歷程中學習者的字義配對表現、認知歷程與認知負荷
.....................................................57
六、結論與建議.............61
6-1 結論...................61
6-2 研究限制與建議.........62
6-2-1 研究限制.............63
6-2-2 實務方面的建議.......63
6-2-3 未來研究上的建議.....64
參考文獻...................65

參考文獻

英文文獻：
Akbulut, Y. (2007). Effects of multimedia annotations on incidental vocabulary learning and reading comprehension of advanced learners of English as a foreign language. Instructional Science, 35(6), 499-517. doi:10.1007/s11251-007-9016-7
Aust, R., Kelley, M. J., & Roby, W. (1993). The use of hyper-reference and conventional dictionaries . Educational Technology, Research and Development, 41(4), 63-73. doi:10.1007/BF02297512
Carnine, D., Kameenui, E. J., & Coyle, G. (1984). Utilization of contextual information in determining the meaning of unfamiliar words. Reading Research Quarterly, 19(2), 188-194. doi: 10.2307/747362
Chaffin, R., Morris, R. K., & Seely, R. E. (2001). Learning new word meanings from context: A study of eye movements. Journal of Experimental Psychology:Learning, Memory, and Cognition, 27(1), 225-235. doi:10.1037/0278-7393.27.1.225
Chang, Y.-C. (2004). The effect of dictionary use on reading comprehension and vocabulary learning. Unpublished master thesis, National Taiwan Normal University, Taiwan (R.O.C.).
Chapelle, C. A. (2001). Computer application in second language acquisition: foundations for teaching, testing and research. New York: Cambridge University Press.
Cheng, Y.-H., & Good, R. L. (2009). L1 glosses: Effects on EFL learners’ reading comprehension and vocabulary retention. Reading in a Foreign Language, 21(2), 119–142.
Chun, D. (2006). CALL technologies for L2 reading. In L. Ducate & N. Arnold (Eds.), Calling on CALL: From theory and research to new directions in foreign language teaching (pp. 69–98). San Marcos, TX: CALICO.
Chun, D. M., & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183-198. doi: 10.1111/j.1540-4781.1996.tb01159.x
Coady, J. (1993). Research on ESL/EFL vocabulary acquisition: Putting it in context. In T. Juckin, M. Haynes, & J. Coady (Eds.), Second Language Reading And Vocabulary Learning(p.3-23). Norwood, New Jersey: Ablex Publishing Corporation.
Cook, V. (2001). Second Language Learning And Language Teaching(3rd ed.). London: Arnold.
Craik, F. I., & Tulving, E. (1975). Depth of processing and the retention of wordsin episodic memory. Journal ol Experimental Psychology, 104(3), 268-294. doi: 10.1037/0096-3445.104.3.268
Davis, J. N., & Lyman-Hager, M. A. (1997). Computers and L2 reading: Student performance, student attitudes. Foreign Language Annals, 30(1), 58-72. doi: 10.1111/j.1944-9720.1997.tb01317.x
de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional Science, 38(2), 105-134. doi: 10.1007/s11251-009-9110-0
Fraser, C. A. (1999). Lexical processing strategy use and vocabulary learning through reading. Studies in Second Language Acquisition, 21(2), 225-241. doi:10.1017/S0272263199002041
Gardner, D. (2007). Children’’s immediate understanding of vocabulary: Contexts and dictionary definitions. Reading Psychology, 28(4), 331-373. doi:10.1080/02702710701260508
Gettys, S., Imhof, L. A., & Kautz, J. O. (2001). Computer-assisted reading: The effect of glossing-format on comprehension and vocabulary retention. Foreign language annals, 34(2), 91-99. doi: 10.1111/j.1944-9720.2001.tb02815.x
Haynes, M., & Baker, I. (1993). American and Chinese readers learning from lexical familiarization in English text. In T. Juckin, M. Haynes, & J. Coady(Eds.), Second Language Reading And Vocabulary Learning(p.130-152). Norwood, New Jersey: Ablex Publishing Corporation.
Hegarty, M., & Just, M. A. (1993). Constructing mental models of machines from text and diagrams. Journal of Memory and Language, 32(6), 717-742. doi: 10.1006/jmla.1993.1036
Hill, M., & Laufer, B. (2003). Type of task, time-on-task and electronic dictionaries in incidental vocabulary acquisition. International Review of Applied Linguistics in Language Teaching, 41(2), 87-106. doi:10.1515/iral.2003.007
Holsanova, J., Holmberg, N., & Holmqvist, K. (2009). Reading information graphics: The role of spatial contiguity and dual attentional guidance. Applied cognitive psychology, 23(9), 1215-1226. doi: 10.1002/acp.1525
Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language. Studies in Second Language Acquisition, 21(2), 181–193. doi:10.1017/S0272263199002028
Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental learning. In P. Arnaud and H. Béjoint(eds.) Vocabulary and applied linguistics. London: Macmillan, 113-125.
Hulstijn, J. H., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal losses, dictionary use, and reoccurrence of unknown words. The Modern Language Journal, 80(3), 327-339. doi:10.1111/j.1540-4781.1996.tb01614.x
Just, M. A., & Carpenter, P. (1980). A theory of reading: from eye fixations to comprehension. Psychological Review, 87(4), 329-354. doi:10.1037//0033-295X.87.4.329
Kablan, Z., & Erden, M. (2008). Instructional efficiency of integrated and separated text with animated presentations in computer-based science instruction. Computers & Education, 51(2), 660-668. doi:10.1016/j.compedu.2007.07.002
Kalyuga, S., Chandler, P. & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13(4), 351-371.doi:10.1002/(SICI)1099-0720(199908)13:4<351::AID-ACP589>3.0.CO;2-6
Kalyuga, S. (2009). Managing cognitive load in adaptive multimedia learning. Hershey New York: Information Science Reference. doi: 10.4018/978-1-60566-048-6
Khiat, A., Matsumoto, Y., & Ogasawara, T. (2004). Task specific eye movements understanding for a gaze-sensitive dictionary. Proceedings of the 9th international conference on Intelligent user interfaces, 265-267. doi:10.1145/964442.964500
Kim, N. (2003). The Effect of the computer dictionary and the paper dictionary on L2 learners’’ vocabulary acquisition. SNU Working Papers in English Linguistics and Language, 2, 1-18. doi:10.1145/964442.964500
Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal, 78(3), 285-299. doi: 10.1111/j.1540-4781.1994.tb02043.x
Koyama, T., & Takeuchi, O. (2007). Does look-up frequency help reading comprehension of EFL learners? Two empirical studies of electronic dictionaries. CALICO Journal, 25(1), 110-125.
Koyama, T., & Takeuchi, O. (2003). Printed dictionaries vs. electronic dictionaries: A pilot study on how Japanese EFL learners differ in using dictionaries. Language Education & Technology, 40, 61-79.
Krashen, S. D. (1982). Principles and practice in second language acquisition. New York: Pergamon. doi:10.1111/j.1467-971X.1982.tb00476.x
Laufer, B., & Hulstijn, H. J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1-26. doi:10.1093/applin/22.1.1
Laufer, B., & Hill, M. (2000). What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention? Language Learning & Technology, 3(2), 58-76.
Leffa, J.V. (1992). Reading with an electronic glossary. Computers & Education, 19(3), 285-290. doi:10.1016/0360-1315(92)90122-L
Lenders, O. (2008). Electronic glossing – Is it worth the eﬀort? Computer Assisted Language Learning, 21(5), 457-481. doi:10.1080/09588220802447933
Lin, P.-C. (2002). The effect of the “click-on” and “key-in” call dictionaries on vocabulary acquisition, reading comprehension and look-up behavior. National Kaohsiung First University of Science and Technology, Taiwan(R.O.C.).
Liu, T.-C., & Lin, P.-H. (2011). What comes with technological convenience? Exploring the behaviors and performances of learning with computer-mediated dictionaries. Computers in Human Behavior, 27(1), 373-383. doi:10.1016/j.chb.2010.08.016
Lomicka, L. L. (1998). "To gloss or not to gloss": An investigation of reading comprehension online. Language Learning & Technology, 1(2), 41-50.
McAlpine, J., & Myles, J. (2003). Capturing Phraseology in an Online Dictionary for Advanced Users of English as a Second Language: A Response to User Needs. System, 31(1), 71-84. doi:10.1016/S0346-251X(02)00074-X
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, England: Cambridge University Press.
Omanson, R. C., Beck, I. L., McKeown, M. G., & Perfetti, C. A. (1984). Comprehension of Texts With Unfamiliar Versus Recently Taught Words: Assessment of Alternative Models. Journal of Educational Psychology, 76(6), 1253-1268. doi:10.1037//0022-0663.76.6.1253
Ozcelika, E., Arslan-AribIsmahan, I., & Cagiltay, K. (2010). Why does signaling enhance multimedia learning? Evidence from eye movements. Computers in Human Behavior, 26(1), 110-117.
Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive load approach. Journal of Educational Psychology, 84(4), 429-434. doi:10.1037//0022-0663.84.4.429
Pass, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4. doi:10.1207/S15326985EP3801_3
Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional
implications of the interaction between information structures and cognitive architecture. Instructional Science, 32, 1-8. doi:10.1023/B:TRUC.0000021806.17516
Paas, F., & Van Merrienboer, G. J. (1994). Variability of worked examples and transfer of geometrical problem solving: A cognitive-load approach. Journal of Educational Psychology, 86(1), 122-133. doi:10.1037//0022-0663.86.1.122
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357-383. doi:10.1080/10888430701530730
Peters, E. (2007). Manipulating L2 learners’ online dictionary use and its effect on L2 word retention. Language Learning & Technology, 11, 36-58.
Rayner, K. (2009). Eye movements and attention in reading, scene perception, and visual search. The Quarterly Journal Of Experimental Psychology, 62(8), 1457-1506. doi:10.1080/17470210902816461
Rayner, K. (1998). Eye movements in reading and information processing: 20 Years of research. Psychological Bulletin, 124(3), 372-422. doi:10.1037//0033-2909.124.3.372
Rayner, K., Chace, K. H., Slatter, T. J., & Ashby, J. (2006). Eye movements as reflections of comprehension processes in reading. Scientific Studies Of Reading, 10(3), 241-255. doi:10.1207/s1532799xssr1003_3
Sakar, A., & Ercetin, G. (2004). Effectiveness of hypermedia annotations for foreign language reading. Journal of Computer Assisted learning, 21(1), 28-38.
Schatz, K. E., & Baldwin, S. R. (1986). Context clues are unreliable predictors of word meanings. Reading Research Quarterly, 21(4), 439-453. doi:10.2307/747615
Scheiter, K., & Van Gog, T. (2009). Using eye tracking in applied research to study and stimulate the processing of information from multi-representational sources. Applied Cognitive Psychology, 23(9), 1209–1214. doi:10.1002/acp.1524
Schmidt-Weigand, F., Kohnert, A., & Glowalla, U. (2010). A closer look at split visual attention in system- and self-paced instruction in multimedia learning. Learning and Instruction, 20(2), 100-110. doi:10.1016/j.learninstruc.2009.02.011
Schofield, P. (1982). Using the English dictionary for comprehension. TESOL Quarterly, 16(2), 185-194.
She, H.-C., & Chen, Y.-Z. (2009). The impact of multimedia effect on science learning: Evidence from eye movements. Computers & Education, 53(4), 1297-1307. doi:10.1016/j.compedu.2009.06.012
Shore, W. J., & Durso, F. T. (1990). Partial knowledge in vocabulary acquisition: General constraints and specific detail. Journal of Educational Psychology, 82(2), 315-318. doi:10.1037//0022-0663.82.2.315
Stewart, A. R., & Cross, L. T. (1991). The effect of marginal glosses on reading comprehension and retention. Journal of Reading, 35(1), 4-12.
Sweller, J. (1988). Cognitive load during problem solving: Effects of learning. Cognitive Science, 12(2), 257-285. doi:10.1016/0364-0213(88)90023-7
Sweller, J., Van Merrienboer, G. J., & Paas, F. (1998). Educational Psychology Review, 10(3), 251-296. doi:10.1023/A:1022193728205
Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32(2), 9-31. doi:10.1023/B:TRUC.0000021808.72598.4d
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational psychology review, 22(2), 123-138. doi:10.1007/s10648-010-9128-5
Taylor, A. (2006). The effects of CALL versus traditional L1 glosses on L2 reading comprehension. CALICO Journal, 23(2), 309-318.
Tono, Y. (2011). Application of eye-tracking in EFL learners dictionary look-up process research. International Journal of Lexicography, 24(1), 124-153. doi:10.1093/ijl/ecq043
van Gog, T., Kester, L., Nievelstein, F., Giesbers, B., & Paas, F. (2009). Uncovering cognitive processes: Different techniques that can contribute to cognitive load research and instruction. Computers in Human Behavior, 25(2), 325–331. doi:10.1016/j.chb.2008.12.021
van Gog, T., Paas, F., van Merrie, J. J., & Witte, P. (2005). Uncovering the problem-solving process: Cued retrospective reporting versus concurrent and retrospective reporting. Journal of Experimental Psychology , 11(4), 237–244. doi:10.1037/1076-898X.11.4.237
Wode, H. (1999). Incidental vocabulary acquisition in the foreign language classroom. Studies in Second Language Acquisition, 21(2), 243–258. doi:10.1017/S0272263199002053
Xu, X. (2010). Study on the Effect of Dictionary Use on Second Language Incidental Vocabulary Acquisition— An Empirical Study of College English Vocabulary Learning Strategy. Journal of Language Teaching and Research, 4(1), 519-523. doi:10.4304/jltr.1.4.519-523
Yanguas, I. (2009). Multimedia glosses and their effect on L2 Text comprehension and vocabulary learning. Language Learning & Technology, 13(2), 48-67.
Yeung, A. S. (1999). Cognitive load and learner expertise: Split-attention and redundancy effects in reading comprehension tasks with vocabulary definitions. The Journal of Experimental Education, 67(3), 197-217. doi:10.1080/00220979909598353
Yorio, C. A. (1971). Some sources of reading problems for foreign-language learners. Language Learning, 21(1), 107-115. doi:10.1111/j.1467-1770.1971.tb00494.x
Yun, J. H. (2011). The effects of hypertext glosses on l2 vocabulary acquisition: A meta-analysis. Computer Assisted Language Learning, 24(1), 39-58. doi:10.1080/09588221.2010.523285
Zahar, R., Cobb, T., & Spada, N. (2001). Acquiring vocabulary through reading: Effects of frequency and contextual richness. The Canadian Modern Language Review, 57(4), 541-572. doi:10.3138/cmlr.57.4.541
中文文獻：
蔡介立、顏妙璇、汪勁安（2005）。眼球移動測量及在中文閱讀研究之應用。應用心理研究，28，91-104。

指導教授

劉子鍵(Tzu-chien Liu)

審核日期

2012-7-29

推文