No Cover Image

Journal article 255 views 41 downloads

How to present L2 Chinese words effectively for learning: Exploring learning outcomes and learner perceptions

Xuehong (Stella) He Orcid Logo, Shawn Loewen Orcid Logo

Studies in Second Language Acquisition, Volume: 46, Issue: 1, Pages: 96 - 118

Swansea University Author: Xuehong (Stella) He Orcid Logo

  • He & Loewen 2023.pdf

    PDF | Version of Record

    © The Author(s), 2023. Published by Cambridge University Press. Distributed under the terms of a Creative Commons Attribution 4.0 License (CC BY 4.0).

    Download (406.03KB)

Abstract

Second language (L2) research on input manipulation has focused mainly on increasing the salience of target structures, but presentation formats of L2 input can be another important aspect for manipulation. This study compared the horizontal, vertical, and adjacent formats for presenting the charact...

Full description

Published in: Studies in Second Language Acquisition
ISSN: 0272-2631 1470-1545
Published: Cambridge University Press (CUP) 2024
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa64069
Tags: Add Tag
No Tags, Be the first to tag this record!
Abstract: Second language (L2) research on input manipulation has focused mainly on increasing the salience of target structures, but presentation formats of L2 input can be another important aspect for manipulation. This study compared the horizontal, vertical, and adjacent formats for presenting the characters, pinyin, and English meaning of L2 Chinese vocabulary, by recruiting 69 English native speakers to study 30 Chinese words in these formats. Learning outcomes were indexed with vocabulary gain scores from pretest to posttest. Learner perceptions of the learning process were recorded with ratings and reasons for preference among these formats. The quantitative results showed the adjacent format generally led to higher gain scores than the other two formats and that L2 proficiency also contributed positively. To learners, the adjacent format was the least preferred, but preference ratings were not associated with gain scores. The qualitative findings suggested format familiarity and layout features as main factors of learner preference.
College: Faculty of Humanities and Social Sciences
Funders: Swansea University
Issue: 1
Start Page: 96
End Page: 118