Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.758446
Title: The effects of sound information provided by annotations on Mandarin Chinese vocabulary acquisition through reading
Author: Chu, Jing
ISNI:       0000 0004 7431 2189
Awarding Body: SOAS University of London
Current Institution: SOAS, University of London
Date of Award: 2017
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Abstract:
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 acquisition of not only sound-related knowledge of words, but also knowledge relating to character form. Similarly, positive effects of text + Pinyin + audio annotation were also observed in the second experiment. Both experiments demonstrated various types of sound-related word knowledge gain and the amount ranged from 10.67% to 33.8%. More importantly, the results suggested that criteria that are sensitive to partial knowledge were crucial to incidental vocabulary acquisition research because the differences between the scores marked under such criteria and the scores marked without such criteria were significant (F (6.12, 58.5) = 6.12, p= 0.03). In addition, the number of total strokes in a word might affect the results of incidental vocabulary acquisition.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.758446  DOI:
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