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JTCLT Abstract

Volume 4 Number 2, 2013
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Lu, M., Hallman Jr., G. L., & Black, J. B. (2013). Chinese character learning: Using embodied animations in initial stages. Journal of Technology and Chinese Language Teaching, 4(2), 1-24.
[盧明燦, 霍克瑞, & 約翰•布拉克. (2013). 漢字學習:在初級階段使用體現動畫. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 4(2), 1-24.]

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The purpose of the study is to investigate a new approach, Embodied Animations, to Chinese character learning (CCL) for beginning learners of Chinese as a Foreign Language (CFL). The study adopted a between-subjects experimental design to examine the effectiveness of three groups: Traditional Learning (TL), Animation Learning (AL), and Embodied Animation Learning (EAL). Thirty-six adults were randomly assigned to one of the groups. The CALL programs were created using Flash. The results indicated that the EAL group outperformed the other two groups in the total recall number of learned characters and the post-test scores. In addition, the AL group outperformed the TL. There were statistical significances and large effect sizes found between the AL and EAL groups. The study also found practice effect to be a significant predictor of CCL outcomes. Given the positive results, this empirical study recommends the use of EA to CCL for beginning learners of CFL.

本研究目的是探討一種新方法,即用體現動畫來幫助漢語作為外語學習者的漢字學習。研究採用實驗設計,檢查三個學習組的有效性:傳統學習,動畫學習,和體現動畫學習。36 名參與者被隨機分配並被要求盡力學習計算機輔助方案中所呈現的漢字。結果表明,體現動畫組漢字的總回憶數量和後測成績優於其他兩組。研究還發現,練習效用是一個學習成果顯著的預測。這一實證研究給予了積極的結果,建議初級漢語學習者在漢字學習上使用體現動畫。

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