Journal of the European Second Language Association最新文献

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The acquisition of the negative polarity item any in L2 English by L1 German speakers 母语德语使用者对第二语言英语负极性项的习得

Journal of the European Second Language Association Pub Date : 1900-01-01 DOI: 10.22599/jesla.95

T. Rankin, Thomas Wagner

引用次数: 0

The role of visual processing in learning Mandarin characters 视觉加工在汉字学习中的作用

Journal of the European Second Language Association Pub Date : 1900-01-01 DOI: 10.22599/jesla.92

C. Wright, J. Wang

{"title":"The role of visual processing in learning Mandarin characters","authors":"C. Wright, J. Wang","doi":"10.22599/jesla.92","DOIUrl":"https://doi.org/10.22599/jesla.92","url":null,"abstract":"This study explored whether beginner-level learners use radicals to learn written Chinese characters in making form-meaning paired-associate mappings, one of the key components in written character acquisition and word learning (Chan et al., 2020; Kintsch, 1988). Eyegaze patterns during new word-learning was measured to indicate visual focus, along with visual working memory (VWM) capacity, hitherto unexamined at beginner-level for Chinese (Chen et al., 2018; Godfroid, 2019). The experiment compared ease of recall across three groups of characters with different semantic radicals (nominal and verbal) and different visual salience. Greater visual salience rather than semantic class was predicted to foster ease of recall (Bax, 2013; Godfroid, 2019). Thirty-five adult Anglophone ab-initio learners of Chinese took part, recruited after five weeks at a language institute in China. Participants completed a computer-based self-paced character learning test and a VWM shape recall test. They then took a randomized character recall test; eyegaze patterns measured fixations on target radical areas during learning and testing phases. During testing, nominal recall was significantly the fastest and most accurate of the three types ( p < .001). There were no significant correlations for accuracy of recall with VWM or eyegaze patterns. These findings, although tentative, suggest that some linguistic element of noun-learning comes “for free” (e.g., Gentner, 1982) even at beginner-level level. The study has timely implications for theoretical and pedagogical understanding of Chinese word","PeriodicalId":213081,"journal":{"name":"Journal of the European Second Language Association","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115187661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Communicative language teaching: Structure-Based or Dynamic Usage-Based? 交际语言教学:以结构为基础还是以动态用法为基础?

Journal of the European Second Language Association Pub Date : 1900-01-01 DOI: 10.22599/jesla.86

Audrey Rousse-Malpat, Rasmus Steinkrauss, Martijn Wieling, Marjolijn H. Verspoor

引用次数: 1

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