Effects on Learning Logographic Character Formation in Computer-Assisted Handwriting Instruction

Autor/inn/en	Tsai, Chen-hui; Kuo, Chin-Hwa; Horng, Wen-Bing; Chen, Chun-Wen
Titel	Effects on Learning Logographic Character Formation in Computer-Assisted Handwriting Instruction
Quelle	In: Language Learning & Technology, 16 (2012) 1, S.110-130 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Handwriting; Chinese; Teaching Methods; Introductory Courses; Worksheets; Novices; Learning Processes; Computer Assisted Instruction; Second Language Instruction; Second Language Learning; College Students; Student Attitudes; Discourse Analysis; Student Surveys; Ideography; Instructional Effectiveness; Language Tests; Multimedia Instruction; Comparative Analysis; Mixed Methods Research; Qualitative Research; Statistical Analysis; Pretests Posttests + Suchen Sie Ihr Suchwort? Handschrift; China; Chinesen; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Learning process; Lernprozess; Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; Collegestudent; Schülerverhalten; Diskursanalyse; Schülerbefragung; Unterrichtserfolg; Language test; Sprachtest; Multimediales Lernen; Qualitative Forschung; Statistische Analyse
Abstract	This paper reports on a study that investigates how different learning methods might affect the learning process of character handwriting among beginning college learners of Chinese, as measured by tests of recognition, approximate production, precise production, and awareness of conventional stroke sequence. Two methodologies were examined during character learning: a worksheet numbering system (the most prevailing workbook method used to learn characters) and a theoretically grounded handwriting system (a multimedia method). A repeated-measures MANOVA showed that under the multimedia treatment, novice learners with no prior character writing experience performed better on all four measures, and first-year learners with six months of character-writing experience only performed better in precise production and awareness of conventional sequence. Variations of character formation produced in both treatments, and learners' perceptions were also analyzed to determine the effects of the two methods. Educational implications in the teaching and learning of character handwriting are provided based on the empirical results. (Contains 2 figures, 8 tables, and 1 note.) (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10