東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

MNEMONIC STRATEGIES IN LEARNING CHIN...

YU, NAI-FEN.

FindBook

Google Book

Amazon

博客來

MNEMONIC STRATEGIES IN LEARNING CHINESE AS A SECOND LANGUAGE.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	MNEMONIC STRATEGIES IN LEARNING CHINESE AS A SECOND LANGUAGE./
作者:	YU, NAI-FEN.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1987,
面頁冊數:	123 p.
附註:	Source: Dissertation Abstracts International, Volume: 48-08, Section: A, page: 2010.
Contained By:	Dissertation Abstracts International48-08A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8724231

MNEMONIC STRATEGIES IN LEARNING CHINESE AS A SECOND LANGUAGE.
YU, NAI-FEN.

MNEMONIC STRATEGIES IN LEARNING CHINESE AS A SECOND LANGUAGE. - Ann Arbor : ProQuest Dissertations & Theses, 1987 - 123 p.

Source: Dissertation Abstracts International, Volume: 48-08, Section: A, page: 2010.

Thesis (Educat.D.)--Indiana University, 1987.

Prior studies have shown that the keyword method is one of the most effective methods of learning the meaning of foreign words. Also, a number of studies and theoretical assumptions have indicated that using the pictograph method as the appropriate mnemonic strategy in company with the keyword method could enhance the learning of the Chinese characters and meanings. The purpose of this study was to test the effectiveness of the combined pictograph and keyword methods for enhancing the learning of Chinese language. There were 48 adult subjects, randomly assigned to study 21 Chinese words in one of three learning conditions, namely: learning by using both the pictograph method and the keyword method, learning by using only the keyword method, and learning without any specified method. Following the study, three tests, namely, recognition of the Chinese characters, meaning recall of the Chinese characters and meaning recall of the Chinese phonetic signs, were administered.Subjects--Topical Terms:

532624
Language arts.

MNEMONIC STRATEGIES IN LEARNING CHINESE AS A SECOND LANGUAGE.
LDR:02948nmm a2200265 4500 001 2153821
005 20180322121327.5
008 190424s1987 ||||||||||||||||| ||eng d
035 $a (MiAaPQ)AAI8724231
035 $a AAI8724231
040 $a MiAaPQ $c MiAaPQ
100 1 $a YU, NAI-FEN. $3 3341557
245 1 0 $a MNEMONIC STRATEGIES IN LEARNING CHINESE AS A SECOND LANGUAGE.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1987
300 $a 123 p.
500 $a Source: Dissertation Abstracts International, Volume: 48-08, Section: A, page: 2010.
502 $a Thesis (Educat.D.)--Indiana University, 1987.
520 $a Prior studies have shown that the keyword method is one of the most effective methods of learning the meaning of foreign words. Also, a number of studies and theoretical assumptions have indicated that using the pictograph method as the appropriate mnemonic strategy in company with the keyword method could enhance the learning of the Chinese characters and meanings. The purpose of this study was to test the effectiveness of the combined pictograph and keyword methods for enhancing the learning of Chinese language. There were 48 adult subjects, randomly assigned to study 21 Chinese words in one of three learning conditions, namely: learning by using both the pictograph method and the keyword method, learning by using only the keyword method, and learning without any specified method. Following the study, three tests, namely, recognition of the Chinese characters, meaning recall of the Chinese characters and meaning recall of the Chinese phonetic signs, were administered.
520 $a Analyses of variance were done with the number of correct responses for the three tests as the dependent variables. The results were that the combined method did not result in better performance on the recognition of the Chinese characters and the recall of the meanings of these characters than not providing any method at all. This may be due to the fact that the adult subjects could generate their own imagery links when learning Chinese characters and meanings, even if not instructed to do so. On the other hand, both the combined method and the keyword method alone did result in significantly better performance on the recall of the meanings of the Chinese phonetic signs than not providing any method at all. Furthermore, providing learners with a combined method of learning resulted in significantly better performance on the total scores of the three tests than not providing any method at all, but not better or worse than providing the keyword method alone. However, comparisons between the keyword method alone condition and the no-strategy provided control condition were not statistically significant on the total scores.
590 $a School code: 0093.
650 4 $a Language arts. $3 532624
690 $a 0279
710 2 $a Indiana University. $3 960096
773 0 $t Dissertation Abstracts International $g 48-08A.
790 $a 0093
791 $a Educat.D.
792 $a 1987
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8724231