The effects of sound information provided by annotations on Mandarin Chinese vocabulary acquisition through reading
This study is an investigation of the effects of the rarely researched sound-related (Pinyin/audio) annotations on incidental vocabulary learning under the following important, but less studied, conditions: 1) L2 Mandarin Chinese reading; 2) testing productive word knowledge along with receptive knowledge; and 3) when criteria that are sensitive to partial knowledge are applied to measure word knowledge gain. The research consists of two related experiments with samples of 25 and 41 beginner-level students respectively. The first experiment has a between-subject design and compares the effects of the text-only and text + Pinyin annotation on incidental vocabulary learning in a pen-and-paper environment, while the second experiment compares the effects of text + Pinyin, text +audio, text + Pinyin + audio annotation with a self-designed online reading program in a within-subject design. The only statistically significant difference was found between the text-only and text + Pinyin annotations in the meaning-based Pinyin production test in the first experiment (U = 28.00, z = 2.897, p < 0.02, r = - 0.58). However, there is a tendency for the text +Pinyin annotation to be more helpful in terms of assisting the
Chu, Jing
The effects of sound information provided by annotations on Mandarin Chinese vocabulary acquisition through reading. This study is an investigation of the effects of the rarely researched sound-related (Pinyin/audio) annotations on incidental vocabulary learning under the following important, but less studied, conditions: 1) L2 Mandarin Chinese reading; 2) testing productive word knowledge along with receptive knowledge; and 3) when criteria that are sensitive to partial knowledge are applied to measure word knowledge gain. The research consists of two related experiments with samples of 25 and 41 beginner-level students respectively. The first experiment has a between-subject design and compares the effects of the text-only and text + Pinyin annotation on incidental vocabulary learning in a pen-and-paper environment, while the second experiment compares the effects of text + Pinyin, text +audio, text + Pinyin + audio annotation with a self-designed online reading program in a within-subject design. The only statistically significant difference was found between the text-only and text + Pinyin annotations in the meaning-based Pinyin production test in the first experiment (U = 28.00, z = 2.897, p < 0.02, r = - 0.58). However, there is a tendency for the text +Pinyin annotation to be more helpful in terms of assisting the
effect sound information_provide annotation mandarin_chinese vocabulary_acquisition reading study investigation effect rarely research sound related audio annotation incidental_vocabulary learning follow important less studied condition mandarin_chinese reading test productive word_knowledge along receptive knowledge criterion sensitive partial knowledge apply measure word_knowledge gain consists two_related sample beginner level student respectively first between subject design compare effect text only text annotation incidental_vocabulary learn pen and paper environment second compare effect text text audio text audio annotation self designed online read program within subject design statistically_significant difference_find text only text annotation meaning based production test first however tendency text annotation helpful term assist