Imagery and verbal coding approaches in Chinese vocabulary instruction

• Autores: Helen H. Shen
• Localización: Language teaching research, ISSN 1362-1688, Vol. 14, Nº. 4, 2010, págs. 485-499
• Idioma: inglés
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• Resumen

  • This study consists of two instructional experiments. Within the framework of dual coding theory, the study compares the learning effects of two instructional encoding methods used in Chinese vocabulary instruction among students learning beginning Chinese as a foreign language. One method uses verbal encoding only, and the other method uses verbal encoding plus imagery encoding. Learning concrete words and abstract words is examined under these two encoding methods. The result shows that, compared with the verbal encoding method, the verbal plus imagery encoding method does not show a superior effect in retention of the sound, shape, and meaning of concrete words, but statistically significant differences are present in retention of the shape and meaning of abstract words. The study supports dual coding theory and confirms the importance of visual learning in Chinese vocabulary acquisition.