Confusion and Chinese character learning

Jon Chao Hong, Chien hung Lin, Ya hsun Tsai, Kai Hsin Tai

研究成果: 雜誌貢獻期刊論文同行評審

摘要

This study explores the relationship between the experience of confusion and the outcomes of Chinese character learning by learners of Chinese as a heritage language (CHL). Based on the claim that impasses triggering confusion can lead to deeper learning of conceptually difficult material, the study employed three impasse-driven tasks. The tasks were designed to trigger a state of cognitive disequilibrium in the participants. After first encountering the tasks in Session 1, the 117 CHL learners were given 1 week to resolve their impasse-driven tasks in their own time for 30 min (limited by the computer system). Afterwards, we announced the correct answer for them to look at for 3 days, and then Session 2 was administered 1 week after the feedback. The results of this study showed considerable improvement in differentiating near-homographs and homophones presented in a sentence, and correcting wrong Chinese characters. The study’s results suggest that incorporating well-designed confusing content into Chinese learning may help CHL learners deepen their learning of Chinese characters.

原文英語
期刊Language Learning Journal
DOIs
出版狀態接受/付印 - 2021

ASJC Scopus subject areas

  • 語言與語言學
  • 教育
  • 語言和語言學

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