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| Autor/in | Shen, Helen H. |
|---|---|
| Titel | Level of Cognitive Processing: Effects on Character Learning among Non-Native Learners of Chinese as a Foreign Language |
| Quelle | In: Language and Education, 18 (2004) 2, S.167-182 (16 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0950-0782 |
| Schlagwörter | Chinese; Learning Strategies; Graphemes; Second Language Learning; Coding; Language Research; Cognitive Processes; Memorization; Statistical Analysis; Retention (Psychology); Teaching Guides; Semantics; Orthographic Symbols; Comparative Analysis |
| Abstract | This study investigates how different encoding strategies affect retention of Chinese characters (words) as measured by recall of the sound and meaning of the characters. Three types of encoding strategies were investigated during character learning: rote memorisation (shallow processing), student self-generated elaboration, and instructor-guided elaboration (deeper processing). ANOVA analysis indicates that deeper processing results in significantly better retention of sound and meaning of characters than does shallow processing. Of the two kinds of elaboration, retention of sound and meaning is significantly better with instructor-guided elaboration at a 20-minute interval, but this advantage disappears at a 48-hour recall interval. Comparison of differences between recall of sound and recall of meaning across the three processing conditions reveals that instructor-guided elaboration significantly enhances retention of character meaning. (Author). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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