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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

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DOI (Published version): 10.1017/s0272263123000335

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...

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Published in: Studies in Second Language Acquisition
ISSN: 0272-2631 1470-1545
Published: Cambridge University Press (CUP) 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa64069
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first_indexed 2023-08-13T10:12:15Z
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spelling v2 64069 2023-08-13 How to present L2 Chinese words effectively for learning: Exploring learning outcomes and learner perceptions 1c41e6239b6d4e82cbb36333088e3293 0000-0002-6419-0187 Xuehong (Stella) He Xuehong (Stella) He true false 2023-08-13 CACS 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. Journal Article Studies in Second Language Acquisition 46 1 96 118 Cambridge University Press (CUP) 0272-2631 1470-1545 1 3 2024 2024-03-01 10.1017/s0272263123000335 COLLEGE NANME Culture and Communications School COLLEGE CODE CACS Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University 2024-06-06T11:28:43.6844954 2023-08-13T11:05:01.3440748 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Xuehong (Stella) He 0000-0002-6419-0187 1 Shawn Loewen 0000-0002-2195-313x 2 64069__28288__56c66505454a4651813164aafa29e817.pdf He & Loewen 2023.pdf 2023-08-13T11:09:01.8718758 Output 415773 application/pdf Version of Record true © 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). true eng (http://creativecommons.org/licenses/by/4.0
title How to present L2 Chinese words effectively for learning: Exploring learning outcomes and learner perceptions
spellingShingle How to present L2 Chinese words effectively for learning: Exploring learning outcomes and learner perceptions
Xuehong (Stella) He
title_short How to present L2 Chinese words effectively for learning: Exploring learning outcomes and learner perceptions
title_full How to present L2 Chinese words effectively for learning: Exploring learning outcomes and learner perceptions
title_fullStr How to present L2 Chinese words effectively for learning: Exploring learning outcomes and learner perceptions
title_full_unstemmed How to present L2 Chinese words effectively for learning: Exploring learning outcomes and learner perceptions
title_sort How to present L2 Chinese words effectively for learning: Exploring learning outcomes and learner perceptions
author_id_str_mv 1c41e6239b6d4e82cbb36333088e3293
author_id_fullname_str_mv 1c41e6239b6d4e82cbb36333088e3293_***_Xuehong (Stella) He
author Xuehong (Stella) He
author2 Xuehong (Stella) He
Shawn Loewen
format Journal article
container_title Studies in Second Language Acquisition
container_volume 46
container_issue 1
container_start_page 96
publishDate 2024
institution Swansea University
issn 0272-2631
1470-1545
doi_str_mv 10.1017/s0272263123000335
publisher Cambridge University Press (CUP)
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
document_store_str 1
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description 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.
published_date 2024-03-01T11:28:44Z
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score 11.012947

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