Master of Arts
Department of English
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Second Advisor's Committee Title
Third Advisor's Name
Virginia C. Mueller Gathercole
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Date of Defense
Two research questions were posed to assess the potential of a new pedagogical tool, L1-context reading, for learning Chinese as a second language: 1) Can an alphabetic text context be used to facilitate incidental learning of logographic vocabulary? 2) Is there a difference between L1-context reading and rote memorization in acquisition of form and meaning? Twenty four Florida International University students with no knowledge of a logographic language were assigned to the L1-context Reading Group or the Rote Memorisation Group. For five minutes, the Reading Group read a list of English sentences, each containing a Chinese word, while the Rote Memorization Group read a list of target words paired with English translations. Reading Group post-test scores for meaning and form were significantly higer than chance, but not higher than the Rote Memorization Group. The findings show the potential of L1-context reading as a tool for Chinese vocabulary learning.
Linton, Kay-Ann, "Incidental Learning of Chinese Vocabulary Via English Context Reading" (2017). MA in Linguistics Final Projects. 2.
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