The learning Effects of Chinese as Second Language Learners Using the Presentation Form of the Chinese Character Component and Mnemonic Phrases Method

• Main Authors: Lin, Yi-Nung, 林逸儂
• Other Authors: Chen, Hsueh-Chih
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/87092658223876730252

碩士 === 國立臺灣師範大學 === 創造力發展碩士在職專班 === 103 === The purpose of this study is to analyze the learning curves of Chinese as second language learners when using the presentation form of the Chinese character component and mnemonic phrases method. 25 foreign students were sampled from National Taiwan Normal University Mandarin Training Center. Based on the Chinese orthographic database established by Chen, Chen, &; Chang (2012), 60 Chinese characters which are composed by at least two components were selected as the research materials. Component-combined ideogram method was applied to half of the research materials and contextual conceptualization for the rest. Two independent variables are Mnemonics phrases (component-combined ideogram and contextual conceptualization) and the presentation form of the components (Mnemonic phrases with key-images and Mnemonic phrases only). Within-subject design was used for Mnemonics phrases and between-subject design for presentation form of the components. The dependent variables are the Chinese character meaning and writing test results done immediately and one week after the research. Research results conclude, firstly, different presentation forms of components (Mnemonic phrases with key-images and Mnemonic phrases only) and the result of Chinese characters meaning and writing are not relevant. Secondly, between different mnemonic phrases methods, component-combined ideogram is more distinguished than contextual conceptualization method in Chinese character writing. Thirdly, the correlation between the presentation forms of components (Mnemonic phrases with key-images and Mnemonic phrases only) and Mnemonics phrases (component-combined ideogram and contextual conceptualization) are not relevant. Finally, according to the study, recommendations for improving Chinese character learning and teaching techniques will be addressed.