Document Type
finalproject
Degree
Master of Arts
Department
Department of English
First Advisor's Name
Melissa Baralt
First Advisor's Committee Title
Major professor
Second Advisor's Name
Ellen Thompson
Second Advisor's Committee Title
committee member
Third Advisor's Name
Virginia C. Mueller Gathercole
Third Advisor's Committee Title
committee member
Date of Defense
4-12-2017
Abstract
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.
Identifier
FIDC006309
Recommended Citation
Linton, Kay-Ann, "Incidental Learning of Chinese Vocabulary Via English Context Reading" (2017). MA in Linguistics Final Projects. 2.
https://digitalcommons.fiu.edu/linguistics_ma/2
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