Cognitive Vocabulary Approach on Chinese Learners' Word Attainment, Retention, and Learning Motivation

• In Event: Sheraton Roundtable Session 10
  In Roundtable Session: Bilingual Education Across Languages

Abstract

Research has supported the benefit of cognitive vocabulary learning approaches, such as dual coding (Shen, 2010), on Chinese learners’ vocabulary attainment. However, few studies have systematically examined how to maximize Chinese word retention. In this study we investigated the effects of two different cognitive vocabulary learning strategies (i.e., dual coding and proposed pictographic-radical approach) on Chinese learners’ word attainment. Further, we tested whether repetition would impact word retention. One-hundred fourth and fifth grade Chinese learners participated in the study. A series of two-way analysis of variance with repeated measures were conducted. Results showed that pictographic-radical approach helped learners attain as well as retrieve more words after repetitions. Further, students taught by pictographic-radical approach demonstrated higher learning motivation.

Authors

• Jui-Teng Li, University of New Mexico

• Fuhui Tong, Texas A&M University - College Station