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The Influence of Character-based Teaching Method and Word-based Teaching Method on the Characters and Words Acquisition of Foreign Students at Different Level from Different Character Culture Countries

Author: LuoMeiCai
Tutor: WangJianQin
School: Beijing Language and Culture University
Course: Linguistics and Applied Linguistics
Keywords: Word based pedagogy Word - based pedagogy Words Acquisition Analysis of Variance Emerging doctrine
CLC: H195
Type: Master's thesis
Year: 2009
Downloads: 365
Quote: 1
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Abstract


In this paper emerges ' theory , combined with Taft (1994) Chinese multi-level interactive activation model to study the impact on the acquisition of foreign students Chinese characters, words of word based teaching and word - based teaching methods . In this paper, four experimental studies to examine the impact of word based and word - based teaching methods for different Chinese cultural circle , different Chinese learner Word Recognition that word , whether the word - based teaching word recognition different learning effect and Multivariate analysis of variance on the experimental results , the experimental results show that : ( 1) the learners of the Chinese cultural circle , word based pedagogy is more conducive to Chinese word , word identification . And junior level learners , intermediate level learners on the Chinese word , word recognition has advantages , the use of different teaching methods , intermediate level learners have the advantage of more Chinese character recognition . ( 2) non - Chinese cultural circle of learners , word based pedagogy is more conducive to the word in Chinese , the word recognition . Chinese word , word recognition , intermediate level learners has more advantages than the primary level . Word - based pedagogy than words based pedagogy conducive to Chinese word , word identification . ( 3 ) word based teaching methods to help learners of different Chinese cultural circle primary level of Chinese characters , the recognition of the word . Intermediate level students of Chinese cultural circle on the Chinese word , word recognition was significantly superior to non- Chinese cultural circle Intermediate level international students . ( 4 ) The word based teaching methods conducive to the acquisition of the foreign students' different semantic transparency word . Different semantic transparency word recognition , significantly better than the students of primary level students of intermediate level . The main contribution of this study is that the word based and word - based pedagogy Students' Chinese word , word recognition , from an empirical point of view so as to provide a reference for the Chinese as a Foreign Language Teaching and Research . Word centered pedagogy and word - based pedagogy from the perspective of the Chinese as a foreign language teaching and language study to be discussed , mostly descriptive , and not from an empirical point of view of the word based and word - based pedagogy research . This study provides a new perspective for further research .

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CLC: > Language, writing > Chinese > Chinese language teaching > Teaching Chinese as a Foreign Language
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