Effects of Visual Aids on Intermediate Chinese Reading Comprehension

Autor/in	Huang, Ting
Titel	Effects of Visual Aids on Intermediate Chinese Reading Comprehension
Quelle	In: Reading in a Foreign Language, 31 (2019) 2, S.173-200 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Chinese; Reading Comprehension; Visual Aids; Student Characteristics; Second Language Learning; Second Language Instruction; Teaching Methods; Multiple Choice Tests; Translation; Task Analysis; Learning Theories; College Students; Reading Materials; Cultural Differences; Comparative Analysis; Accuracy; Reading Instruction; Scores; Instructional Effectiveness + Suchen Sie Ihr Suchwort? China; Chinesen; Leseverstehen; Anschauungsmaterial; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Aufgabenanalyse; Learning theory; Lerntheorie; Collegestudent; Kultureller Unterschied; Leseunterricht; Unterrichtserfolg
Abstract	This study adopted the between-subjects and within-subjects group designs to examine the impact of visual aids on 26 intermediate Chinese as a Foreign Language (CFL) learners' reading comprehension in an American college. Students were assigned into two groups to complete multiple-choice and translation tasks to test effects of visual aids. The results show that visual aids have an overall positive effect on intermediate CFL reading. The results from the within-subjects design were partially statistically significant. This study postulates that this complication was due to factors such as learners' backgrounds, the types of tasks, and the nature of the visual aids. Using Dual-Coding Theory, this study offers implications for CFL pedagogy. (As Provided).
Anmerkungen	Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01