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Word association responses in L1 and L2 to the Chinese word Yueliang (moon): implications for L2 vocabulary instruction
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Requests made by Australian learners of Chinese as a foreign language
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Linking up learners of Chinese with native speakers through WeChat in an Australian tertiary CFL curriculum
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Acquisition of word order in Chinese as a foreign language: replication and extension
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Acquisition of word order in Chinese as a foreign language: replication and extension
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A comparative study on learning strategies used by Australian CFL and Chinese EFL learners
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A storytelling sound file CALL task used in a tertiary CFL classroom
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Language medium and self-perceived identity: a case study on Canadian Chinese-English bilinguals
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On the features of lexical network in Chinese as a second language: a case from Chinese learners in Australia
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Measurements of Development in L2 Written Production: The Case of L2 Chinese
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Australian university students’ comprehensibility of English translated Chinese political slogans
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Focus on the forms: from recognition practice in Chinese vocabulary learning
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Abstract:
This study examines the effect of recognition-based retrieval practice on vocabulary learning in a university Chinese class. Students (N=26) were given practice retrieving new vocabulary (single or two-character words) in a series of simple form recognition tests administered over four weeks. The test sets consisted of target vocabulary that appeared in the previous week's lesson and distracter items drawn from upcoming vocabulary. Tests were group-administered via PowerPoint and students used a checklist response to indicate whether a given item had appeared in the previous week's material. Responses relied on episodic knowledge of previous exposure and required no processing of semantic information. Students were able to reliably identify the target items in the retrieval task with performance on these items being found superior to that for supplementary list control words on midterm and final vocabulary tests. The findings indicate that a focus on word forms can have a measurable effect on vocabulary learning in the classroom and underscores the efficacy of retrievalbased testing (the testing effect, Barcroft, 2007; Roediger & Karpicke, 2006) in facilitating vocabulary learning. The implications for recognition-based retrieval practice in vocabulary instruction in the Chinese classroom are discussed.
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Keyword:
1203 Language and Linguistics; 3310 Linguistics and Language; Chinese language; Classroom practice; Generation effect; Testing effect; Vocabulary learning; Word retrieval
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URL: https://espace.library.uq.edu.au/view/UQ:309430
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Measurements of development in L2 written production: The case of L2 Chinese
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Measurements of Development in L2 Written Production: The Case of L2 Chinese
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Use of a web-diary as a CALL task in teaching Chinese as a foreign language
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Jiang, Wenying. - : Languages and Cultures Network for Australian Universities (LCNAU), 2012
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