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Using a diglot reader to teach kanji: The effects of audio and romaji on the acquisition of kanji vocabulary.

机译：使用diglot阅读器教授汉字：音频和罗马字对汉字词汇习得的影响。

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摘要

The purpose of this study was to investigate the effectiveness of a computer-based Japanese/English diglot reader on the breadth and depth of the acquisition of kanji-words. On a diglot reader, L2 text is embedded in L1 text, thus allowing L2 learners to receive enough context to understand the L2 text and learn vocabulary in it. This study was also conducted to determine the effects of two methods of presenting pronunciation of kanji-words, audio recording and romaji, on the acquisition of the meaning and pronunciation of kanji-words as well as the overall effect of learning of pronunciation on the learning and retention of meaning.; Eighty-one university students enrolled in first-year Japanese classes participated in this study. They were divided into four groups, and each group received a version of the diglot reader with different presentation of pronunciation for self-study. One group received the reader with audio recording and romaji, one with audio only, one with romaji only, and the other with neither of them. A 50-item kanji pretest, posttest, and a retention test were administered. The posttest was administered immediately after the experiment and the retention test one week later.; Results show that overall, participants gained the meaning of 21 words and the pronunciation of 17 words through the diglot reader. Mostly they gained the depth of knowledge of kanji-words that allowed them to understand the meaning of the words, but not to write sentences with them. The retention rates for meaning and pronunciation were both .73 one week after the completion of reading.; No significant effects of audio and romaji notation of pronunciation were found on the learning of meaning of kanji-words. However, those who learned both the meaning and the pronunciation of kanji-words had a higher retention rate of kanji meaning than those who learned the meaning only, thus suggesting a benefit of learning pronunciation along with meaning when learning kanji. Results also indicated that when participants received pronunciation information in one form while reading, either in audio or romaji, giving an additional form of pronunciation information did not have significant effects on their learning of pronunciation.
机译：这项研究的目的是研究基于计算机的日语/英语diglot阅读器在汉字获取的广度和深度上的有效性。在diglot阅读器上，L2文本嵌入L1文本中，因此L2学习者可以接收足够的上下文以理解L2文本并学习其中的词汇。这项研究还进行了确定汉字单词发音的两种方法，录音和罗马字，对汉字单词的含义和发音的获取以及发音学习对学习的总体影响的影响。和意义的保留。参加第一年日语班的八十一名大学生参加了这项研究。他们分为四个小组，每个小组都收到了diglot阅读器的一个版本，该版本具有不同的发音自学形式。一组接收带有音频和罗马字的阅读器，一组仅带音频，一组仅带罗马字，另一组都不带。进行了50个项目的汉字前测，后测和保留测试。实验后立即进行后测，一周后进行保留测试。结果显示，总体而言，参加者通过diglot阅读器获得了21个单词的含义和17个单词的发音。大多数情况下，他们获得了对汉字单词的深入了解，这使他们能够理解单词的含义，但不能与他们一起写句子。阅读完成后一周，含义和发音的保留率均为0.73。在汉字单词的含义学习中，没有发现音频和发音的罗马字符号的显着影响。然而，既学习汉字单词的含义又发音的人比只学习汉字单词的人具有更高的汉字含义保留率，因此暗示了学习汉字时与意义一起学习发音的益处。结果还表明，当参与者在阅读时以一种形式接收音频或罗马字的发音信息时，给出另一种形式的发音信息不会对他们的发音学习产生重大影响。

著录项

  • 作者

    Aoyama, Kazumasa.;

  • 作者单位

    Brigham Young University.;

  • 授予单位 Brigham Young University.;
  • 学科 Education Language and Literature.; Education Technology.; Language Linguistics.; Education Higher.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 124 p.
  • 总页数 124
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;高等教育;
  • 关键词

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