TY - JOUR
T1 - Effectiveness of applying a character-based teaching method to improve the proficiency of primary chinese as a second language
AU - Lin, Zhen Xing
AU - Wang, Hsuan Po
N1 - Funding Information:
本研究由教育部補助國立臺灣師範大學高等教育深耕計畫「華語文與科技研究中心」經 費支持,特此 致謝。[This work was financially supported by the “Chinese Language and Technology Center” of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.]
Publisher Copyright:
© 2019, National Taiwan Normal University. All rights reserved.
PY - 2019
Y1 - 2019
N2 - Learning Chinese as a second language (CSL) is difficult because visual characters of Chinese are complicated, and phonetic writing systems are different. The study aimed to develop a learning strategy for overcoming the difficulty in learning Chinese characters for CSL learners by implementing a combination of a character-based learning method and dual code theory of learning a second language with innovative memory based on cognitive psychology. The study targeted primary CSL learners among eighth-grade students of Grace Christian College, Philippines and analyzed the results of different teaching methods. The study investigated three research questions for different teaching methods, including a serial position effect, the effectiveness of learning Chinese characters (reading and writing), and the learning results of vocabulary. After a learning experience of 2 months, the result indicated that the character and vocabulary performance of students who received the character-based teaching method was superior to those who received the word-based teaching method. In addition, the effectiveness of learning Chinese characters among the primary CSL learners was consistent with the theory of the serial position effect.
AB - Learning Chinese as a second language (CSL) is difficult because visual characters of Chinese are complicated, and phonetic writing systems are different. The study aimed to develop a learning strategy for overcoming the difficulty in learning Chinese characters for CSL learners by implementing a combination of a character-based learning method and dual code theory of learning a second language with innovative memory based on cognitive psychology. The study targeted primary CSL learners among eighth-grade students of Grace Christian College, Philippines and analyzed the results of different teaching methods. The study investigated three research questions for different teaching methods, including a serial position effect, the effectiveness of learning Chinese characters (reading and writing), and the learning results of vocabulary. After a learning experience of 2 months, the result indicated that the character and vocabulary performance of students who received the character-based teaching method was superior to those who received the word-based teaching method. In addition, the effectiveness of learning Chinese characters among the primary CSL learners was consistent with the theory of the serial position effect.
KW - Chinese as second/foreign-language learning
KW - Key-image mnemonic
KW - Primary effect
KW - Serial position effect
UR - http://www.scopus.com/inward/record.url?scp=85068647426&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85068647426&partnerID=8YFLogxK
U2 - 10.6209/JORIES.201906_64(2).0001
DO - 10.6209/JORIES.201906_64(2).0001
M3 - Article
AN - SCOPUS:85068647426
SN - 2073-753X
VL - 64
SP - 1
EP - 38
JO - Journal of Research in Education Sciences
JF - Journal of Research in Education Sciences
IS - 2
ER -