File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learnersâ vocabulary knowledge?

TitlePinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learnersâ vocabulary knowledge?
Authors
Keywordspinyin
heritage language
Foreign language
Chinese
vocabulary knowledge
Issue Date2017
Citation
Language Learning Journal, 2017, v. 47 n. 3, p. 344-353 How to Cite?
Abstract© 2017 Association for Language Learning This study examined the impact of providing access to word pronunciation on the assessment of L2 Chinese learnersâ vocabulary knowledge. Chinese heritage learners (HLs) and foreign language learners (FLs) studying in American universities undertook a computer-based test in which they had first to select a picture that represented the meaning of a target word presented in characters only, and then answer the same item presented in both characters and pinyin (i.e. the alphabetic system to facilitate the pronunciation of characters). The provision of pinyin substantially increased the test reliability for both groups of learners but the differences between the no-pinyin and pinyin conditions were less marked for FLs than HLs. In the no-pinyin condition, the groups showed no significant score difference, whereas in the pinyin condition, HLs significantly outperformed FLs. The proportion of HLs who successfully corrected their original choices following provision of pinyin was also notably higher. These findings suggest that provision of pinyin impacted the two groups differentially. Implications for vocabulary knowledge assessment for different types of Chinese learners are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/244070
ISSN
2023 Impact Factor: 2.2
2023 SCImago Journal Rankings: 1.097
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZhang, Dongbo-
dc.contributor.authorLin, Chin Hsi-
dc.contributor.authorZhang, Yining-
dc.contributor.authorChoi, Yunjeong-
dc.date.accessioned2017-08-31T08:55:57Z-
dc.date.available2017-08-31T08:55:57Z-
dc.date.issued2017-
dc.identifier.citationLanguage Learning Journal, 2017, v. 47 n. 3, p. 344-353-
dc.identifier.issn0957-1736-
dc.identifier.urihttp://hdl.handle.net/10722/244070-
dc.description.abstract© 2017 Association for Language Learning This study examined the impact of providing access to word pronunciation on the assessment of L2 Chinese learnersâ vocabulary knowledge. Chinese heritage learners (HLs) and foreign language learners (FLs) studying in American universities undertook a computer-based test in which they had first to select a picture that represented the meaning of a target word presented in characters only, and then answer the same item presented in both characters and pinyin (i.e. the alphabetic system to facilitate the pronunciation of characters). The provision of pinyin substantially increased the test reliability for both groups of learners but the differences between the no-pinyin and pinyin conditions were less marked for FLs than HLs. In the no-pinyin condition, the groups showed no significant score difference, whereas in the pinyin condition, HLs significantly outperformed FLs. The proportion of HLs who successfully corrected their original choices following provision of pinyin was also notably higher. These findings suggest that provision of pinyin impacted the two groups differentially. Implications for vocabulary knowledge assessment for different types of Chinese learners are discussed.-
dc.languageeng-
dc.relation.ispartofLanguage Learning Journal-
dc.subjectpinyin-
dc.subjectheritage language-
dc.subjectForeign language-
dc.subjectChinese-
dc.subjectvocabulary knowledge-
dc.titlePinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learnersâ vocabulary knowledge?-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/09571736.2017.1289237-
dc.identifier.scopuseid_2-s2.0-85016127895-
dc.identifier.hkuros303559-
dc.identifier.spage344-
dc.identifier.epage353-
dc.identifier.eissn1753-2167-
dc.identifier.isiWOS:000470293300006-
dc.identifier.issnl0957-1736-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats