Effects of Digital Voiced Pronunciation and Stroke Sequence Animation on Character Memorization of CFL Learners
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CONTRIBUTORS:
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JOURNAL:
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Journal of Chinese Language Teachers Association,
43(3),
49 -
70.
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YEAR:
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2005
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PUB TYPE:
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Journal Article
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SUBJECT(S):
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Computer Assisted Language Learning, Chinese, Stroke Order, Dual-Coding Theory, Split-Attention Effect, Recall, Memorization
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DISCIPLINE:
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Languages
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HTTP:
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LANGUAGE:
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English
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PUB ID:
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103-422-406
(Last edited on
2005/12/23 09:15:58 US/Mountain)
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SPONSOR(S):
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ABSTRACT:
Learning Chinese characters is difficult for most CFL students, but few studies have investigated tools which can facilitate that task. This study examined the effects of digital voiced pronunciation and stroke sequence animation on character memorization. One hundred college students of ele-mentary Chinese took part in the experiment. They were required to memo-rize characters displayed on four different types of computer-based flash-cards. The group that viewed characters displayed with both voice and ani-mation (WVWA) performed significantly worse, while the group with voice only (WVNA) scored better than the rest of the experimental groups. Expla-nations and discussions were provided from the perspective of dual coding theory (Paivio, 1986; Clark & Paivio, 1991).
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