Confusion and Chinese Character Learning

Autor/inn/en	Hong, Jon-Chao; Lin, Chien-hung; Tsai, Ya-hsun; Tai, Kai-Hsin
Titel	Confusion and Chinese Character Learning
Quelle	In: Language Learning Journal, 51 (2023) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hong, Jon-Chao) ORCID (Lin, Chien-hung) ORCID (Tai, Kai-Hsin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2021.1915365
Schlagwörter	Chinese; Orthographic Symbols; Heritage Education; Native Language Instruction; Second Language Learning; Second Language Instruction; Feedback (Response); Learning Processes; Outcomes of Education; Task Analysis; Computer Assisted Instruction; Written Language; Student Improvement; Learning Problems; Cognitive Style; Anxiety; Cognitive Ability; Foreign Countries; Language Proficiency; Foreign Students; Taiwan; Malaysia + Suchen Sie Ihr Suchwort? China; Chinesen; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning process; Lernprozess; Lernleistung; Schulerfolg; Aufgabenanalyse; Computer based training; Computerunterstützter Unterricht; Geschriebene Sprache; Lernproblem; Cognitive styles; Kognitiver Stil; Angst; Denkfähigkeit; Ausland; Language skill; Language skills; Sprachkompetenz
Abstract	This study explores the relationship between the experience of confusion and the outcomes of Chinese character learning by learners of Chinese as a heritage language (CHL). Based on the claim that impasses triggering confusion can lead to deeper learning of conceptually difficult material, the study employed three impasse-driven tasks. The tasks were designed to trigger a state of cognitive disequilibrium in the participants. After first encountering the tasks in Session 1, the 117 CHL learners were given 1 week to resolve their impasse-driven tasks in their own time for 30 min (limited by the computer system). Afterwards, we announced the correct answer for them to look at for 3 days, and then Session 2 was administered 1 week after the feedback. The results of this study showed considerable improvement in differentiating near-homographs and homophones presented in a sentence, and correcting wrong Chinese characters. The study's results suggest that incorporating well-designed confusing content into Chinese learning may help CHL learners deepen their learning of Chinese characters. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01