Hearing and Seeing Tone through Color: An Efficacy Study of Web-Based, Multimodal Chinese Tone Perception Training

Autor/inn/en	Godfroid, Aline; Lin, Chin-Hsi; Ryu, Catherine
Titel	Hearing and Seeing Tone through Color: An Efficacy Study of Web-Based, Multimodal Chinese Tone Perception Training
Quelle	In: Language Learning, 67 (2017) 4, S.819-857 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12246
Schlagwörter	Color; Intonation; Linguistic Input; Pretests Posttests; Cues; Auditory Stimuli; Visual Stimuli; Comparative Analysis; Second Language Learning; Mandarin Chinese; English; Native Language; Second Language Instruction; Novices; Teaching Methods; Auditory Perception; Instructional Effectiveness; Web Based Instruction; Visual Perception + Suchen Sie Ihr Suchwort? Colour; Farbbezeichnung; Farbe; Sprachbildung; Stichwort; Auditive Stimulation; Zweitsprachenerwerb; English language; Englisch; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Unterrichtserfolg; Web Based Training; Visuelle Wahrnehmung
Abstract	Multimodal approaches have been shown to be effective for many learning tasks. In this study, we compared the effectiveness of five multimodal methods for second language (L2) Mandarin tone perception training: three single-cue methods (number, pitch contour, color) and two dual-cue methods (color and number, color and pitch contour). A total of 303 true novice learners of L2 Mandarin (native speakers of English) completed a 3-week online training program. Results from pretests as well as immediate and delayed posttests indicated that multimodal training aided L2 learners' tone perception, with a small, practical advantage for pitch contours and numbers over color coding. Dual-cue methods did not yield better learning than single-cue training. Thus, the additive benefits of multimodal input (i.e., auditory and visual) did not extend to instruction featuring doubled visual input (i.e., visual and visual). We argue for embedding color in visuals in a way that helps make abstract information concrete. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01