A Comparison of the Effectiveness of Texts versus Pictures as the Supplementary Materials for Chinese Poetry Learning
| Autor: | Chang, Ruen-Ting, 張閏婷 |
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| Rok vydání: | 2017 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 105 Studying Chinese as a second language has become more and more popular recently. The number of L2 learners of Chinese for Specific Purposes (CSP) has grown every year. CSP has been divided into two main areas: Chinese for Occupational Purposes (COP) and Chinese for Academic Purposes (CAP). Many studies have been done on learning and teaching COP. Specific teaching materials have developed in response to COP topics such as Chinese for Business Purposes, Chinese for Medical Purposes, and Chinese for Traveling Purpose. However, relatively little research has been done on CAP (翟乃剛，2009；李泉，2011). The use of pictures as supplementary materials is a common strategy in second language (L2) teaching. Studies have shown that the combination of textual and pictorial materials improve the efficacy of L2 vocabulary learning and reading comprehension (Chun & Plass, 1996; Kim & Gilman, 2008; Kost, Foss, & Lenzini, 1999; Omaggio, 1979; Pouwels, 1992; Yeh & Wang, 2003; Yoshii & Flaitz, 2002). However, when L2 learners reach an advanced level of academic knowledge learning, the learning contents become more complex and abstract. It raises the concern of whether the use of pictorial illustration remain to be effective in an advanced L2 learning context. This study investigated the effectiveness of various supplementary materials in teaching the Chinese classical poetry by comparing participants’ poetry analytical abilities under the following experimental conditions—first language (L1) or second language (L2) text only, and combination of picture and text. In the study, participants were asked to analyze the poetry after the learning sessions. Performances were based on the length of production, density of vocabularies, and density of arguments. The study found that the type of supplementary materials have no effect on length of production and the density of vocabularies. However, it was found that the L1 text-only group and L2 text and picture groups performed significantly higher on the density of the arguments. Conclusively, the study partially supports the idea that pictorial materials improve the efficiency in learning CAP. This study also has pedagogical applications for TCSL teachers teaching Chinese classical poetry to foreign students. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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