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Managing Your Chinese Vocabulary Learning Online: A Versatile Approach
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Managing Your Chinese Vocabulary Learning Online: A Versatile Approach
Song Jiang
University of Hawaii at Manoa
Abstract
Mastering a word in another language involves coordination of information from
multiple domains, such as written and spoken forms of the word, word parts, derivatively and semantically related words, grammatical features, collocations, lexical restrictions, etc. A learner’s level of automatic word recognition is an indicator of how much, how well, and how quickly word knowledge from different domains can be integrated and retrieved during language processing, and thus is a key determinant of language comprehension and proficiency.
In this presentation, I first summarize a comprehensive study of the vocabulary
instructions included in a series of Chinese textbook sets currently used. This study reveals that the various kinds of knowledge involved in knowing a word are neither well integrated, nor has adequate attention has been given to building automaticity of word recognition. Moreover, many principles of good vocabulary learning are not incorporated in these textbooks. In response to the need for improvement, an online vocabulary learning tool, "Web-based Chinese Vocabulary Learning Management Program," has been under development at the University of Hawaii since 2005.
In the second part of this talk, I will outline the design, pedagogical rationales and
functions of this online vocabulary-building tool, with a special focus on putting the principles of good vocabulary learning into practice, and on fulfilling the requirements for complete vocabulary instruction. This web-based program is intended to assist Chinese learners, in order to make up for the deficiencies of vocabulary instructions in classroom, to offer learners a tool to integrate various word knowledge, to build the automoticity of word recognition, to provide spaced repetition and opportunity for retrieval during word learning, and eventually improve learner’s overall language proficiency.
During the presentation, I will give demonstrations of various functions in this
program, such as read-along, flashcard, slideshow, associated words (synonyms, hyponyms, antonyms), listening drills, form recognition, computer generated quizzes, tests, error analyses and treatment, etc. This presentation is intended to show that this integrated online tool is not only a versatile helper to regular Chinese learners and teachers in various fields, but also a necessity to test-takers of various standardized tests, such as AP Chinese, SAT II, HSK, DLPT etc. Finally, the results of a survey of student trial-users at the University of Hawaii will be summarized to show the feedback from the users’ perspective.
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Managing Your Chinese Vocabulary Learning Online: A Versatile Approach
Song Jiang
University of Hawaii at Manoa
Abstract
Mastering a word in another language involves coordination of information from
multiple domains, such as written and spoken forms of the word, word parts, derivatively
and semantically related words, grammatical features, collocations, lexical restrictions,
etc. A learner’s level of automatic word recognition is an indicator of how much, how
well, and how quickly word knowledge from different domains can be integrated and
retrieved during language processing, and thus is a key determinant of language
comprehension and proficiency.
In this presentation, I first summarize a comprehensive study of the vocabulary
instructions included in a series of Chinese textbook sets currently used. This study
reveals that the various kinds of knowledge involved in knowing a word are neither well
integrated, nor has adequate attention has been given to building automaticity of word
recognition. Moreover, many principles of good vocabulary learning are not incorporated
in these textbooks. In response to the need for improvement, an online vocabulary
learning tool, "Web-based Chinese Vocabulary Learning Management Program," has
been under development at the University of Hawaii since 2005.
In the second part of this talk, I will outline the design, pedagogical rationales and
functions of this online vocabulary-building tool, with a special focus on putting the
principles of good vocabulary learning into practice, and on fulfilling the requirements
for complete vocabulary instruction. This web-based program is intended to assist
Chinese learners, in order to make up for the deficiencies of vocabulary instructions in
classroom, to offer learners a tool to integrate various word knowledge, to build the
automoticity of word recognition, to provide spaced repetition and opportunity for
retrieval during word learning, and eventually improve learner’s overall language
proficiency.
During the presentation, I will give demonstrations of various functions in this
program, such as read-along, flashcard, slideshow, associated words (synonyms,
hyponyms, antonyms), listening drills, form recognition, computer generated quizzes,
tests, error analyses and treatment, etc. This presentation is intended to show that this
integrated online tool is not only a versatile helper to regular Chinese learners and
teachers in various fields, but also a necessity to test-takers of various standardized tests,
such as AP Chinese, SAT II, HSK, DLPT etc. Finally, the results of a survey of student
trial-users at the University of Hawaii will be summarized to show the feedback from the
users’ perspective.
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