Please use this identifier to cite or link to this item:
A Comparison of the Effectiveness of Texts versus Pictures as the Supplementary Materials for Chinese Poetry Learning
teaching Chinese as a second language (TCSL)
supplementary teaching materials
Chinese for specific purposes
Chinese for academic purposes
|Abstract:|| 由於全球華語學習的普及，推升了「專業華語」（Chinese for Specific Purposes）的學習需求。專業華語可分為「職業華語」（Chinese for Occupational Purposes）與「學術華語」（Chinese for Academic Purposes）兩大範疇。目前有關職業華語的教材及教法研究頗豐，如商業華語、醫學華語、旅遊華語等；反觀學術華語，則研究不足（翟乃剛，2009；李泉，2011）。
以視覺圖像輔助第二語言學習，為二語教師普遍擅長的教學方法。諸多研究已證實，在二語詞彙學習及閱讀理解方面，使用文字搭配圖像的輔助教材，能有效提升學習成效（Chun& Plass, 1996; Kim & Gilman, 2008; Kost, Foss, & Lenzini, 1999; Omaggio, 1979; Pouwels, 1992; Yeh & Wang, 2003; Yoshii & Flaitz, 2002）。然而，當二語學習提升至高階學術知識的階段，學習內容漸趨抽象且深奧，所用詞彙亦愈趨專業，至此階段，圖像是否仍具有理想的輔助成效，實待驗證。
Studying Chinese as a second language has become more and more popular recently. The number of L2 learners of Chinese for Specific Purposes (CSP) has grown every year. CSP has been divided into two main areas: Chinese for Occupational Purposes (COP) and Chinese for Academic Purposes (CAP). Many studies have been done on learning and teaching COP. Specific teaching materials have developed in response to COP topics such as Chinese for Business Purposes, Chinese for Medical Purposes, and Chinese for Traveling Purpose. However, relatively little research has been done on CAP (翟乃剛，2009；李泉，2011). The use of pictures as supplementary materials is a common strategy in second language (L2) teaching. Studies have shown that the combination of textual and pictorial materials improve the efficacy of L2 vocabulary learning and reading comprehension (Chun& Plass, 1996; Kim & Gilman, 2008; Kost, Foss, & Lenzini, 1999; Omaggio, 1979; Pouwels, 1992; Yeh & Wang, 2003; Yoshii & Flaitz, 2002). However, when L2 learners reach an advanced level of academic knowledge learning, the learning contents become more complex and abstract. It raises the concern of whether the use of pictorial illustration remain to be effective in an advanced L2 learning context. This study investigated the effectiveness of various supplementary materials in teaching the Chineseclassical poetry by comparing participants’ poetry analytical abilities under the following experimental conditions—first language (L1) or second language (L2) text only, and combination of picture and text. In the study, participants were asked to analyze the poetry after the learning sessions. Performances were based on the length of production, density of vocabularies, and density of arguments. The study found that the type of supplementary materials have no effect on length of production and the density of vocabularies. However, it was found that the L1 text-only group and L2 text and picture groups performed significantly higher on the density of the arguments. Conclusively, the study partially supports the idea that pictorial materials improve the efficiency in learning CAP. This study also has pedagogical applications for TCSL teachers teaching Chinese classical poetry to foreign students.
|Appears in Collections:||學位論文|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.