Vocabulary Acquisition in CFL (Chinese as a Foreign Language)

106 Pages·2017·0.68 MB·English

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Theses and Dissertations
2006-03-16
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Ping McEwen
Brigham Young University - Provo
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McEwen, Ping, "Vocabulary Acquisition in CFL (Chinese as a Foreign Language) Contexts: a Correlation of
Performance and Strategy Use" (2006). Theses and Dissertations. 1093.
https://scholarsarchive.byu.edu/etd/1093
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VOCABULARY ACQUISITION IN CFL (CHINESE AS A FOREIGN LANGUAGE)
CONTEXTS: A CORRELATION OF PERFORMANCE AND STRATEGY USE

by
Ping McEwen

A thesis submitted to the faculty of
Brigham Young University
in partially fulfillment of the requirements for the degree of

Master of Arts

Center for Language Studies
Brigham Young University
April 2006
BRIGHAM YOUNG UNIVERSITY

GRADUATE COMMITTEE APPROVAL

of a thesis submitted by
Ping McEwen

This thesis has been read by each member of the following graduate committee and by
majority vote has been found to be satisfactory.

______________________ _________________________
Date Matthew B. Christensen, Chair

______________________ _________________________
Date Dana S. Bourgerie

______________________ _________________________
Date Ray C. Graham
BRIGHAM YOUNG UNIVERSITY

As chair of the candidate’s graduate committee, I have read the thesis of Ping McEwen in
its final form and have found that (1) its format, citations, and bibliographical style are
consistent and acceptable and fulfill university and department style requirements; (2) its
illustrative materials including figures, tables, and charts are in place; and (3) the final
manuscript is satisfactory to the graduate committee and is ready for submission to the
university library.

______________________ _________________________________
Date Matthew B. Christensen
Chair, Graduate Committee

Accepted for the Department
__________________________________
Ray T. Clifford
Graduate Coordinator

Accepted for the College
___________________________________
John R. Rosenberg
Dean, College of Humanities
ABSTRACT

VOCABULARY ACQUISITION IN CFL (CHINESE AS A FOREIGN LANGUAGE)
CONTEXTS: A CORRELATION OF PERFORMANCE AND STRATEGY USE

Ping McEwen
Center for Language Studies
Master of Arts

The present study was anchored in an inquiry of second language Chinese
vocabulary acquisition and learning Chinese as a foreign language. It investigated
character density in L2 Chinese vocabulary recognition and production: low character
density recognition, high character density recognition, low character density production,
and high character density production. It also investigated the effectiveness of strategies
that students perceived when faced with learning Chinese.
The data was collected from the Chinese program at Brigham Young University
across one semester level. Along with this data, students’ vocabulary achievement test
scores were collected. Descriptive and non-parametric statistics were used. The one-way
ANOVA was used to investigate the effect of character density on students’ vocabulary
recognition and production performance. The Pearson Correlation was used to
determine whether there was a linear relationship between the strategies they prioritized
and their performance in vocabulary recognition and production test. The research found
that character density had an effect on vocabulary production performance but not on
recognition performance. The research also found strategies that are positively correlated
with recognition and production performance, and strategies that are negatively
correlated with recognition performance.
ACKNOWLEDGMENTS

First and foremost, I would like to express my deep gratitude for my BYU
experience. I am thankful that I received my education at Brigham Young University. I
could never have gained any better academic training and cultural experience that
enhances my understanding of languages and cultures at other schools.
I received my BA from BYU-Hawaii in International Cultural Studies. From
there, I developed a profound appreciation for how languages were created to serve the
exchange of ideas and thoughts between human beings and cultures. I was always
fascinated by how beautifully each language sounded to my ears. This had led me to my
study of Language Acquisition. Since my native language is Chinese—a language that is
considered extremely laborious and yet enriching to learn, I am privileged to study it at a
deeper level, which allows me to share this piece of art with foreigners so that they may
come to appreciate the beauty of it. I have enjoyed studying this program and the
opportunities to practice my teaching skills in the BYU Chinese program.
I also need to thank my committee chair Dr. Matthew B. Christensen, and
members Dr. Dana Bourgerie, and Dr. Ray Graham for their effort and time in guiding
me to finish off this Thesis. Their knowledge and academic pursuit have enlightened me
to approach a higher level of academic scholarship.
Lastly, I feel indebted to my parents and my dear husband for their support and
faith in me. They have led me to a belief that intelligence is eternal.
vii

TABLE OF CONTENTS

LIST OF TABLES…………………………………………………………………….ix
LIST OF FIGURES……………………………………………………………………xi
CHAPTER
1. INTRODUCTION
1.1 Rationale……………………………………………………………………3
1.2 Research Questions…………………………………………………………4
1.3 Definitions of Terms………………………………………………………..5

2 LITERATURE REVIEW
2.1 Language Category …………………………………………………………6
2.2 Sounds and Symbols………………………………………………………...8
2.3 Reading and Pronouncing Words Helps to Identify Meanings…………10
2.4 A Continuum of Vocabulary Knowledge…………………………………..12
2.5 Character Density Effect……………………………………………………14
2.6 Vocabulary Learning Strategies……………………………………………17
2.7 Chinese Vocabulary Learning Strategies…………………………………..19
2.8 Research Hypotheses……………………………………………………….24

3 RESEARCH METHODOLOGY
3.1 Participants…………………………………………………………………26
3.2 Instruments…………………………………………………………………28
3.3 Procedures………………………………………………………………….33
3.4 Analysis…………………………………………………………………….34
3.5 Statistical Analysis…………………………………………………………36

4 RESEARCH FINDINGS- RESULTS AND DISCUSSION
4.1 Reflection of Character Density on Vocabulary Recognition and Production
…………………………………………………………………………39
4.2 The Differences between Chinese 202 and 301 Strategy Use……………..41
4.3 The Correlation of Strategy Use and the Vocabulary Performance……….45
viii

5 CONCLUSIONS
5.1 Implication and Application……………………………………………….55
5.2 Pedagogical Implications…………………………………………………..56
5.3 Limitations……………………………………………………………...….57
5.4 Future Research……………………………………………………………58

BILIOGRAPHY……………………………………………………………………….59
APPENDIXES
Appendix A- Research Consent Form…………………………………………66
Appendix B- Vocabulary Test…………………………………………………68
Appendix C- Questionnaire……………………………………………………72
Appendix D- A List of “the First 30,000 Chinese Words by Frequency”
…………………………………………………………………………..75
Appendix E- Vocabulary List Used in the Recognition and Production Test
……………………………………………………………………............81
Appendix F- The Statistical Output for the ANOVA Analysis ………………...83
Appendix G- The Statistics Output for the Pearson Correlation Analysis …...87
ix

LIST OF TABLES

Table 3.1 Demographic information for participants included in analysis…………28

Table 4.1 The CATRC results…………………………………………………………37

Table 4.2 The means of character recognition and production scores………………...38

Table 4.3a Low and high character density recognition task for 33 Chinese 202
students……………………………………………………………………………39

Table 4.3b Low and high character density production task for 33 Chinese 202
students……………………………………………………………………………40

Table 4.3c Low and high character density recognition task for 11 Chinese 301
students……………………………………………………………………………40

Table 4.3d Low and high character density production task for 11 Chinese 301
students…………………………………………………………………………….41

Table 4.4a The difference between Chinese 202 and 301 students’ strategies used in
remembering the way characters are written………………………………………42

Table 4.4b The difference between Chinese 202 and 301 students’ strategies used in
remembering the pronunciation of character………………………………………43

Table 4.4c The difference between Chinese 202 and 301 students’ strategies used in
remembering the meanings of learned characters…………………………………44