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The effects of single and dual coded multimedia instructional methods on Chinese character learning

Ling Wang

Abstract: This study investigated the effects of single and dual coded instructional methods using computer-based multimedia on Chinese character learning. 42 college students with no prior knowledge of Chinese language were randomly assigned to a single coded group (text-only and animation-only) and a dual coded group (animation plus text and animation plus narration) to learn 12 concrete (pictograph) Chinese characters and 12 abstract (ideograph) Chinese characters. The results showed there was a significant difference between the single coded and the dual coded instructional methods and there was also a main effect in the character type. In addition, the findings indicated that within the single coded group, there was a significant difference between two character types and a significant difference between two single coded methods with the animation-only method leading to better achievement score than the text-only method. For the dual coded group, the results revealed a significant difference between two character types as well and a significant difference between two dual coded methods with the animation plus narration method outperforming the animation plus text method.

Keywords: dual coding; multimedia learning; animation; foreign language; Chinese


The interface of linguistic difficulty and task type on the use of the Chinese ba construction by L2 learners

Xiaoping Gao

Abstract: This study investigates the effects of linguistic difficulty and task type on the use of Chinese ba construction by second language learners. One hundred and ten adult learners completed four tasks orally (i.e., an oral production task prompted by video clips, an oral imitation task, a grammaticality judgement task and a correction task), as well as a background questionnaire and a one-on-one post-task interview. Twenty-two native speakers of Chinese served as baseline. Results demonstrate that the variable type of the Chinese ba construction which is subject to functional constraints is harder to learn than the obligatory type which is subject to obligatory syntactic constraints, and that the oral tasks were more challenging to perform than the metalinguistic tasks. The findings suggest that a series of factors including functional value and discourse context contribute to the linguistic difficulty of Chinese grammar features. The processing constraints of completing tasks and their interaction with linguistic characteristics explain the learning difficulty of the two types of the ba construction.

Keywords: Chinese ba construction; variation; linguistic difficulty; task type; oral and metalinguistic tasks


The acquisition of comparative constructions by English learners of Chinese: An explorative study from a college Chinese language classroom

Seunghun J. Lee / Xiao Li

Abstract: This explorative study reports how three types of comparative constructions in Mandarin Chinese, namely adjectival, adverbial and differential comparatives, are acquired by English learners in a college Chinese-language classroom. We start with a hypothesis that the syntactic structures of the adverbial comparative and the differential comparative will be a potential challenge to learners because these two constructions are neutralized in English comparatives. However, the results of the three in-class tests we conducted indicate that learners have more difficulty with the adjectival comparative and the adverbial comparative than the differential comparative. Based on these results, we discuss effects of L1 transfer, difficulties in acquiring structures that involve optional components, and differences between heritage and non-heritage learners in learning Chinese as a second language.

Keywords: comparative constructions; adjectival comparatives; adverbial comparatives; differential comparatives;Chinese language acquisition; L1 transfer; heritage learners



小潞 王 / 晓群 郭 / 文莲 林

提要:本文通过对印尼八华学校477名初中生的问卷调查和访谈,在因子分析基础上利用结构方程模型 (EQS) 软件建构印尼初中生的汉语学习动机模型,探究非目标语环境下汉语学习动机的结构。模型显示,汉语二语学习动机同时受到学习者的内在因素和外在因素的影响,尽管两者高度相关,但是内在因素是影响动机行为的关键。本文在分析影响动机生成的内外在因素的主要构成因子的基础上试图揭示各动机变量对汉语二语学习动机影响的权重及其各因子之间的内在联系和相互关系,以期给予CFL教师对非目标语环境下激发和提高学习者汉语学习动机以一定的启示,最大限度地发挥动机在汉语二语学习中的功能。

关键词: 非目标语环境; 印尼初中生; 汉语学习动机; 模型建构; 内在因素; 外在因素



峰 祁


关键词: 焦点操作策略; 焦点强迫形式; 否定测试; 焦点标记词



迎宝 张


关键词: 韩国留学生; 论证性语篇; 篇章宏观信息结构; 习得; 篇章内部制约要素; 篇章外部制约要素