Difference between revisions of "Integrated Learning of Chinese"
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== Abstract == | == Abstract == | ||
| − | *Learning second language is a challenge to learners. It is more so for English speakers to learn Chinese. The unique Chinese character writing system and tonal features are fundamentally different from English and thus presents a unique obstacle to learning by English speakers. In our model of reading Chinese, orthography, phonology and meaning are universal constituents and critical knowledge components that should be learned and integrated (Perfetti, Liu, and Tan, 2005). Working together with the CMU Chinese online course, the present studies will explore how to facilitate the integration by training both perception and production skills. The specific methods to be tested will be using multiple learning systems including learning orthography, pronunciation and meaning together through complementary visual, auditory and motor modalities. Integration factors affect the learning curve are examined in three studies. | + | *Learning second language is a challenge to learners. It is more so for English speakers to learn Chinese. The unique Chinese character writing system and tonal features are fundamentally different from English and thus presents a unique obstacle to learning by English speakers. In our model of reading Chinese, orthography, phonology and meaning are universal constituents and critical [[knowledge components]] that should be learned and integrated (Perfetti, Liu, and Tan, 2005). Working together with the CMU Chinese online course, the present studies will explore how to facilitate the [[integration]] by training both perception and production skills. The specific methods to be tested will be using multiple learning systems including learning orthography, pronunciation and meaning together through complementary visual, auditory and motor modalities. Integration factors affect the learning curve are examined in three studies. |
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== Research question == | == Research question == | ||
| − | How does integration of language constituents lead to robust learning? | + | How does [[integration]] of language constituents lead to [[robust learning]]? |
== Background == | == Background == | ||
Revision as of 03:34, 11 January 2008
Summary table
- Node Title: Integrated Learning of Chinese: reading, perception and production
- Researchers: Ying Liu, Charles Perfetti, Min Wang, Suemei Wu
- PIs: Ying Liu, Charles Perfetti, Min Wang
- Others who have contributed 160 hours or more:
- Post-Docs: Connie Guan
- Graduate Students: Derek Chan
- Study Start Date Jan 1, 2008
- Study End Date Dec 31, 2009
- LearnLab Site and Courses , CMU Chinese (Classroom and Online)
- Number of Students: 100
- Planned Participant Hours for the study: 300
- Data in the Data Shop: not yet
Contents
Abstract
- Learning second language is a challenge to learners. It is more so for English speakers to learn Chinese. The unique Chinese character writing system and tonal features are fundamentally different from English and thus presents a unique obstacle to learning by English speakers. In our model of reading Chinese, orthography, phonology and meaning are universal constituents and critical knowledge components that should be learned and integrated (Perfetti, Liu, and Tan, 2005). Working together with the CMU Chinese online course, the present studies will explore how to facilitate the integration by training both perception and production skills. The specific methods to be tested will be using multiple learning systems including learning orthography, pronunciation and meaning together through complementary visual, auditory and motor modalities. Integration factors affect the learning curve are examined in three studies.
Glossary
Integration; Constituents; Orthography; Phonology; Meaning
Research question
How does integration of language constituents lead to robust learning?
