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Article: Effective Use of Hanyu Pinyin and English Translations as Extra Stimulus Prompts on Learning of Chinese Characters

TitleEffective Use of Hanyu Pinyin and English Translations as Extra Stimulus Prompts on Learning of Chinese Characters
Authors
KeywordsEducation
Issue Date2002
PublisherLawrence Erlbaum Associates, Inc. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp
Citation
Educational Psychology, 2002, v. 22 n. 2, p. p149-164 How to Cite?
AbstractPrevious research has shown that the learning of second language words in the simultaneous presence of pictures or first language translation equivalents interferes with their acquisition. The purpose of this study was to investigate variables associated with the learning of Chinese characters as second language stimuli (L2). Acquisition for both naming of English translations and pronunciations was shown to proceed more rapidly under conditions in which each character was presented 5 s prior to its pinyin and English word equivalent, in contrast to simultaneous presentation conditions. These data were interpreted in terms of (a) interference, which can occur when students attend to multiple input simultaneously, and (b) the beneficial effects of attending to L2 stimuli prior to their associations in language learning contexts. It was concluded that the presentation of a character first, and the provision of its associated pinyin and English translation after a short delay is recommended when teaching characters for non-native speakers of Chinese at the early stage.
Persistent Identifierhttp://hdl.handle.net/10722/42601

 

DC FieldValueLanguage
dc.contributor.authorChung, KKHen_HK
dc.date.accessioned2007-03-23T04:27:26Z-
dc.date.available2007-03-23T04:27:26Z-
dc.date.issued2002en_HK
dc.identifier.citationEducational Psychology, 2002, v. 22 n. 2, p. p149-164en_HK
dc.identifier.urihttp://hdl.handle.net/10722/42601-
dc.description.abstractPrevious research has shown that the learning of second language words in the simultaneous presence of pictures or first language translation equivalents interferes with their acquisition. The purpose of this study was to investigate variables associated with the learning of Chinese characters as second language stimuli (L2). Acquisition for both naming of English translations and pronunciations was shown to proceed more rapidly under conditions in which each character was presented 5 s prior to its pinyin and English word equivalent, in contrast to simultaneous presentation conditions. These data were interpreted in terms of (a) interference, which can occur when students attend to multiple input simultaneously, and (b) the beneficial effects of attending to L2 stimuli prior to their associations in language learning contexts. It was concluded that the presentation of a character first, and the provision of its associated pinyin and English translation after a short delay is recommended when teaching characters for non-native speakers of Chinese at the early stage.en_HK
dc.format.extent199090 bytes-
dc.format.extent25600 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypeapplication/msword-
dc.languageengen_HK
dc.publisherLawrence Erlbaum Associates, Inc. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.aspen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectEducationen_HK
dc.titleEffective Use of Hanyu Pinyin and English Translations as Extra Stimulus Prompts on Learning of Chinese Charactersen_HK
dc.typeArticleen_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.doi10.1080/01443410120115238en_HK
dc.identifier.hkuros66054-

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