Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners' vocabulary knowledge?
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| Title: | Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners' vocabulary knowledge? |
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| Authors: | Dongbo Zhang1 zhangdo6@msu.edu, Chin-Hsi Lin1, Yining Zhang1, Yunjeong Choi1 |
| Source: | Language Learning Journal. Jun2019, Vol. 47 Issue 3, p344-353. 10p. |
| Subject Terms: | *Foreign language education, *Vocabulary, Pinyin romanization, Pronunciation, Heritage language speakers |
| Abstract: | This study examined the impact of providing access to word pronunciation on the assessment of L2 Chinese learners' vocabulary knowledge. Chinese heritage learners (HLs) and foreign language learners (FLs) studying in American universities undertook a computer-based test in which they had first to select a picture that represented the meaning of a target word presented in characters only, and then answer the same item presented in both characters and pinyin (i.e. the alphabetic system to facilitate the pronunciation of characters). The provision of pinyin substantially increased the test reliability for both groups of learners but the differences between the no-pinyin and pinyin conditions were less marked for FLs than HLs. In the no-pinyin condition, the groups showed no significant score difference, whereas in the pinyin condition, HLs significantly outperformed FLs. The proportion of HLs who successfully corrected their original choices following provision of pinyin was also notably higher. These findings suggest that provision of pinyin impacted the two groups differentially. Implications for vocabulary knowledge assessment for different types of Chinese learners are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 137225124 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners' vocabulary knowledge? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dongbo+Zhang%22">Dongbo Zhang</searchLink><relatesTo>1</relatesTo><i> zhangdo6@msu.edu</i><br /><searchLink fieldCode="AR" term="%22Chin-Hsi+Lin%22">Chin-Hsi Lin</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Yining+Zhang%22">Yining Zhang</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Yunjeong+Choi%22">Yunjeong Choi</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+Learning+Journal%22">Language Learning Journal</searchLink>. Jun2019, Vol. 47 Issue 3, p344-353. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Pinyin+romanization%22">Pinyin romanization</searchLink><br /><searchLink fieldCode="DE" term="%22Pronunciation%22">Pronunciation</searchLink><br /><searchLink fieldCode="DE" term="%22Heritage+language+speakers%22">Heritage language speakers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examined the impact of providing access to word pronunciation on the assessment of L2 Chinese learners' vocabulary knowledge. Chinese heritage learners (HLs) and foreign language learners (FLs) studying in American universities undertook a computer-based test in which they had first to select a picture that represented the meaning of a target word presented in characters only, and then answer the same item presented in both characters and pinyin (i.e. the alphabetic system to facilitate the pronunciation of characters). The provision of pinyin substantially increased the test reliability for both groups of learners but the differences between the no-pinyin and pinyin conditions were less marked for FLs than HLs. In the no-pinyin condition, the groups showed no significant score difference, whereas in the pinyin condition, HLs significantly outperformed FLs. The proportion of HLs who successfully corrected their original choices following provision of pinyin was also notably higher. These findings suggest that provision of pinyin impacted the two groups differentially. Implications for vocabulary knowledge assessment for different types of Chinese learners are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=137225124 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09571736.2017.1289237 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 344 Subjects: – SubjectFull: Foreign language education Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Pinyin romanization Type: general – SubjectFull: Pronunciation Type: general – SubjectFull: Heritage language speakers Type: general Titles: – TitleFull: Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners' vocabulary knowledge? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dongbo Zhang – PersonEntity: Name: NameFull: Chin-Hsi Lin – PersonEntity: Name: NameFull: Yining Zhang – PersonEntity: Name: NameFull: Yunjeong Choi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 09571736 Numbering: – Type: volume Value: 47 – Type: issue Value: 3 Titles: – TitleFull: Language Learning Journal Type: main |
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