This study investigated the effects of adjacently written Chinese characters on incidental learning of Chinese-oriented Korean vocabulary by Chinese learners of Korean. Specifically, this study was intended to examine the overall effects of Chinese ch...
This study investigated the effects of adjacently written Chinese characters on incidental learning of Chinese-oriented Korean vocabulary by Chinese learners of Korean. Specifically, this study was intended to examine the overall effects of Chinese characters on incidental learning of Chinese-oriented Korean words and to find out the most effective type of vocabulary on incidental learning of three vocabulary types. For the latter purpose, Chinese-oriented Korean words were classified into three groups, which were synonyms with same character (type 1), synonyms with partially different character (type 2) and synonyms with entirely different character (type 3), based on the comparison of Chinese characters between the Chinese-oriented Korean words and the equivalent Chinese words. The research questions of this study were as follows:
1. Would the Chinese learners learn the Chinese-oriented Korean vocabulary incidentally by reading Korean text having Chinese-oriented Korean words followed by Chinese characters in parentheses?
2. Would the Chinese learners learn type 1 Chinese-oriented Korean vocabulary incidentally by reading Korean text having Chinese-oriented Korean words followed by Chinese characters in parentheses?
3. Would the Chinese learners learn type 2 Chinese-oriented Korean vocabulary incidentally by reading Korean text having Chinese-oriented Korean words followed by Chinese characters in parentheses?
4. Would the Chinese learners learn type 3 Chinese-oriented Korean vocabulary incidentally by reading Korean text having Chinese-oriented Korean words followed by Chinese characters in parentheses?
In order to answer the above questions, this study carried out an experiment with 24 Chinese university students majoring in studies of the Korean language. The experiment took place on March 10, 2008 in Y University in Beijing, China and the participants were in the second semester of 1st grade by then. The experiment adopted a posttest-only control group design. An independent variable was presenting Chinese characters adjacently to the Chinese-oriented Korean words and a dependent variable was a mean score of vocabulary posttest.
The participants were divided into two groups (group A and group B) and each group read two reading texts (text 1 and text 2). The group A read the text 1 with Chinese character and the text 2 without the same, while the group B read the text 2 with Chinese character and the text 1 without the same. After the reading, a reading comprehension test and a surprise immediate vocabulary test containing retrospective vocabulary assessment were followed. Finally, a simple survey on the participants’ impression to the adjacently written Chinese character was conducted. The collected data were analyzed by independent t-test and paired t-test for comparisons between and within groups, respectively. In addition, the effect sizes were also ed to the statistically significant value of the analysis. The major findings of this study were as follows:
1. Writing Chinese characters adjacently to the Chinese-oriented Korean words was generally effective for incidental learning of Chinese-oriented Korean vocabulary. In every comparison between and within groups, the mean scores of the text with Chinese characters groups were greater than those of the text without Chinese characters groups. The only exception was found at the comparison of the mean score between groups relating to the text 1, which had been turned out to have certain problems in selected target words. However, the mean score of the text with Chinese characters group was significantly greater than that of the text without Chinese characters group in well-designed text
2. Writing Chinese characters adjacently to the Chinese-oriented Korean words was especially effective for incidental learning of type 1 and type 2 Chinese-oriented Korean vocabularies. There were statistically significant differences in mean scores of type 2 words between groups in both text 1 and text 2. There was also statistically significant difference in mean score of type 1 words between groups in text 2. However, presenting Chinese characters adjacently to the type 3 Chinese-oriented Korean words could be effective or ineffective in occasion.
Writing Chinese character adjacently to the Chinese-oriented Korean words makes Chinese Korean learners combine the meaning of each Chinese character with the contextual information in inferring the precise meaning of unknown Chinese-oriented Korean words. Therefore writing Chinese character adjacently to the Chinese-oriented Korean words could facilitate the incidental learning of Chinese-oriented Korean words.
In this study, the effects of writing Chinese character adjacently to the Chinese-oriented Korean words, which had been estimated only in theory, were examined. Thus, this study is expected to provide some guidelines on composing KFL textbooks and working materials, Korean vocabulary books and academic books used in Korean universities for the Chinese learners of Korean with a general or academic purpose.
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