Effectiveness of Different Pinyin Presentation Formats in Learning Chinese Characters
A Cognitive Load Perspective
Bibliographic Data
| ID | 4502170 |
|---|---|
| Authors | Chee Ha Lee (UNSW Sydney, corresponding author), Slava Kalyuga (0000-0003-4107-8253, UNSW Sydney, corresponding author) |
| Year | 2011 |
| Volume | 61 |
| Issue | 4 |
| Pages | 1099-1118 |
| Publication date | 2011-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-9922.2011.00666.x |
| OpenAlex | W2101224260 |
| Language | EN |
| Citations received | 6 |
| References cited | 36 |
This article reports the results of an experiment designed to investigate the effectiveness of pinyin (a phonic transcription system) in learning vocabulary of Chinese as a second language from the perspective of cognitive load theory. In the reported experiment, the learning effects of the vertical and horizontal layouts of characters, pinyin, and English translations were compared. Results indicated a significant advantage of the vertical format that was attributed to the elimination of split attention. It is suggested that the commonly used horizontal layout format for presenting pinyin may impose high levels of cognitive load and hinder the learning of characters at the beginner level
Chinese characters · Cognition · Cognitive Load · Cognitive psychology · Horizontal and vertical · Linguistics · Perspective (graphical) · Pinyin · Presentation (obstetrics) · Vocabulary · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Psychology · Second Language Acquisition and Learning · Visual and Cognitive Learning Processes
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Chinese character recognition and literacy development via a techno-pedagogical pivot
How to present L2 Chinese words effectively for learning
How pupils of different ages perceive menus denoting metaphorical and metonymic expressions
Scaffolding Chinese as a second language writing through a Systemic Functional Linguistics approach
Learning Chinese Characters of Visual Similarity
Learning Vocabulary in Another Language
Cognitive Load Theory
The Efficiency of Instructional Conditions
The magical number 4 in short-term memory
Morphological awareness uniquely predicts young children's Chinese character recognition.
Cognitive Load Measurement as a Means to Advance Cognitive Load Theory
Working Memory
Cognitive Load Theory and Complex Learning
Cognitive Load Theory and the Format of Instruction
Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction
Properties of School Chinese
Instructional Efficiency
Controlled and automatic human information processing
Cognitive Architecture and Instructional Design
Peter Strevens 1992-1989
Restructuring
The magical number seven, plus or minus two
The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition
The Split-attention Effect as a Factor in the Design of Instruction
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2017 - 2025 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |