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Chinese vocabulary acquisition and l...

Lin, Yi.

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Chinese vocabulary acquisition and learning Chinese as a foreign language.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Chinese vocabulary acquisition and learning Chinese as a foreign language./
Author:	Lin, Yi.
Description:	180 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1236.
Contained By:	Dissertation Abstracts International65-04A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3129318
ISBN:	0496765787

Chinese vocabulary acquisition and learning Chinese as a foreign language.
Lin, Yi.

Chinese vocabulary acquisition and learning Chinese as a foreign language. - 180 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1236.

Thesis (Ph.D.)--The University of Iowa, 2004.

The present study anchored its inquiry in second language (L2) Chinese vocabulary acquisition (CVA) and learning Chinese as a foreign language. It investigated L2 CVA in four types: phonological comprehension, orthographic comprehension, phonological production and orthographic production, as well as their relationship with each other and with language proficiency.

ISBN: 0496765787Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Chinese vocabulary acquisition and learning Chinese as a foreign language.
LDR:02647nmm 2200313 4500 001 1846444
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008 130614s2004 eng d
020 $a 0496765787
035 $a (UnM)AAI3129318
035 $a AAI3129318
040 $a UnM $c UnM
100 1 $a Lin, Yi. $3 881077
245 1 0 $a Chinese vocabulary acquisition and learning Chinese as a foreign language.
300 $a 180 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: A, page: 1236.
500 $a Supervisor: Michael E. Everson.
502 $a Thesis (Ph.D.)--The University of Iowa, 2004.
520 $a The present study anchored its inquiry in second language (L2) Chinese vocabulary acquisition (CVA) and learning Chinese as a foreign language. It investigated L2 CVA in four types: phonological comprehension, orthographic comprehension, phonological production and orthographic production, as well as their relationship with each other and with language proficiency.
520 $a Vocabulary data were collected from Chinese programs in four major universities in the U.S. across seven semester levels. Along with these data, students' language scores were collected. First, descriptive and nonparametric statistics were used to confirm the existence of the four types of vocabulary and their order of development. Then correlation and regression analyses were used to find out how they were associated with each other and with language skills. Finally, the relationship between the distance between vocabulary types and language skills was studied.
520 $a The study found a developing order for the four types of vocabulary, accounting for between 30% to 50% of the variance in language skill. Phonological comprehension vocabulary was largest but had the weakest relationship with language skills. Phonological production had the second smallest size but the strongest relationship with language skills. Orthographic production had the smallest size and a non-linear relationship with language skills. The distance did not correlate with language skills or correlated negatively with them.
520 $a It is concluded that vocabulary exists in different sizes and forms and develops along a continuum. Words that linger at lower stages of the continuum contribute less than those at upper stages. Pedagogical implications are discussed.
590 $a School code: 0096.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0727
690 $a 0279
710 2 0 $a The University of Iowa. $3 1017439
773 0 $t Dissertation Abstracts International $g 65-04A.
790 1 0 $a Everson, Michael E., $e advisor
790 $a 0096
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3129318