Effectiveness of Applying a Character-Based Teaching Method to Improve the Proficiency of Primary Chinese as a Second Language
Author: Zhen-Xing Lin (Department of Chinese as a Second Language and Chinese Language and Technology Center, National Taiwan Normal University), Hsuan-Po Wang (Department of Computer Science and Information Engineering and Chinese Language and Technology Center, National Taiwan Normal University)
Vol.&No.：Vol. 64, No.2
Date：June 2019
Pages：1-37
DOI：10.6209/JORIES.201906_64(2).0001
Abstract：
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.
Keywords：Chinese as second/foreign-language learning, key-image mnemonic, primary effect, serial position effect
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