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Multimedia mediation and Chinese ort...

Tsai, Chen-Hui.

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Multimedia mediation and Chinese orthographic character learning among non-heritage CFL beginners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Multimedia mediation and Chinese orthographic character learning among non-heritage CFL beginners./
作者:	Tsai, Chen-Hui.
面頁冊數:	220 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3638438
ISBN:	9781321220322

Multimedia mediation and Chinese orthographic character learning among non-heritage CFL beginners.
Tsai, Chen-Hui.

Multimedia mediation and Chinese orthographic character learning among non-heritage CFL beginners. - 220 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (Ph.D.)--The University of Iowa, 2014.

Logographic character handwriting, such as Hanzi in Chinese, Kanji in Japanese, or Hanja in Korean, is notoriously challenging for foreign language learners. Fortunately, computer-assisted learning systems for handwriting are being improved to meet the instructional needs of teachers and learners in foreign language education. However, the effect of computer-assisted language learning in logographic handwriting has never been explored. To anchor the inquiry of the current study, the extensive complementarity approach was adopted, in which SLA research complements L2 instruction by studying the impact of a theory-based instructional method on the learning of an aspect of the L2.

ISBN: 9781321220322Subjects--Topical Terms:

3172512
Foreign language education.

Multimedia mediation and Chinese orthographic character learning among non-heritage CFL beginners.
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245 1 0 $a Multimedia mediation and Chinese orthographic character learning among non-heritage CFL beginners.
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500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
500 $a Advisers: Chuanren Ke; Sue Otto.
502 $a Thesis (Ph.D.)--The University of Iowa, 2014.
520 $a Logographic character handwriting, such as Hanzi in Chinese, Kanji in Japanese, or Hanja in Korean, is notoriously challenging for foreign language learners. Fortunately, computer-assisted learning systems for handwriting are being improved to meet the instructional needs of teachers and learners in foreign language education. However, the effect of computer-assisted language learning in logographic handwriting has never been explored. To anchor the inquiry of the current study, the extensive complementarity approach was adopted, in which SLA research complements L2 instruction by studying the impact of a theory-based instructional method on the learning of an aspect of the L2.
520 $a The present study explores the orthographic development at the initial stage of character learning among non-heritage, beginning-level learners of Chinese as a foreign language (CFL) by investigating the effect of Interactionist-instructed mediations on orthographic attrition and maintenance and by examining the relationships among awareness of internal formation sequencing, character recognition and production. Data was collected from 167 first-year CFL students in a Chinese program at a large research university in North America. In phase one, 63 students completed all the six-week lab writing tasks. In phase two, 125 students completed all the end-of-semester correlation tasks in their first semester of learning Chinese.
520 $a The findings of the study are multifold. First, by closely examining the roles of input, output, and feedback in the Interactionist model, the results show that, to maximize orthographic retention and reduce attrition, the effect of working memory needs to be taken into consideration in the design of instruction for immediate kinesthetic skill training and for better development of orthographic awareness among CFL non-heritage beginners. Second, the effect of multimedia input enhancements along with handwriting output on reducing variations of character formation in character learning is also significant. Third, the effect of the handwriting feedback is not found to be significant when compared to its counterpart without feedback in computer-assisted handwriting instruction; however, its influence on the participants' writing motivations and learning objectives were observed and addressed in the study. Finally, the CFL non-heritage beginning learners' awareness of internal formation sequencing was found to be correlated with their performance in character recognition and reproduction. The pedagogical implications are discussed.
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