Effects of pinyin and first language words in learning of Chinese characters as a second language

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Abstract

This study examined the roles of pinyin and English words as stimulus prompts in the learning of Chinese characters. Recall for naming of English words and pronunciation was enhanced under conditions in which each character was presented first and its prompts were given as feedback, in contrast to simultaneous presentation conditions. Pronunciation was also recalled more in the written pinyin conditions than the verbal pronunciation conditions. These data were interpreted in terms of (a) interference which can occur when learners attend to multiple inputs simultaneously, and (b) the beneficial effects of attending to character prior to their prompts. It was concluded that the presentation of a character first and the provision of its associated prompts as a feedback improves learning. Copyright © 2003 Human Sciences Press, Inc.
Original languageEnglish
Pages (from-to)207-223
JournalJournal of Behavioral Education
Volume12
Issue number3
DOIs
Publication statusPublished - Sep 2003

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Language
Learning
human sciences
language
learning
interference
stimulus
Formative Feedback

Citation

Chung, K. K. H. (2003). Effects of pinyin and first language words in learning of Chinese characters as a second language. Journal of Behavioral Education, 12(3), 207-223.

Keywords

  • Interference
  • Blocking
  • Feedback
  • Pinyin and Chinese