1. The Effects on Chinese Language Learning: A Comparison Study of Animation and Flashcards Presentation Juan Yang University of Warwick

2. Why Chinese language? 40 million 400 schools

3. Why Chinese language?

4. Chinese Characters

5. Flashcards  No dynamic graphics  Process of changing is not clear

6. Animation http://www.youtube.com/watch?v=7VhOCX5WLpw  helpful for reading and memorization (Narayanan and Hegarty, 2000; Mayer and Anderson, 1992; Li, 1996)  distract learners’ attention (Lowe, 2003; Schnotz et al, 1999) no consensus, under-researched, adult learners

7. Research Questions 1.Is the use of computer animated characters more effective than use of flashcards for secondary children learning visual recognition of Chinese characters? 2.Is the use of computer animated characters more effective than use of flashcards for secondary children learning the meaning of Chinese characters? 3.Which presentation method did the secondary students believe was more useful to them in learning to recognise and remember the meaning of Chinese characters? views

8. Methods  Quantitative: A within-subject repeated measure design  Qualitative: Questionnaire –seek opinionsQuestionnaire Watching Animations Shape & Meaning Test Survey 1 Character List 1 Learning by Flashcards Shape & Meaning Tests Survey 2 Character List 2 12 pupils

9. Methods  Participants 12 pupils Beginning learners of Mandarin as FL Year 9 in West Midlands Average age 13 English native speakers Volunteers Selecting materials Experiment Survey  Procedure

10. Matching Character Lists Character List 1 Character List 2 Match 2 lists Specific and concrete meaning Relatively low frequency (A familiarity scale)A familiarity scale Number of strokes < 7 Similar structure Matched by the same part

11. Visual Presentations Watching Animations Shape & Meaning TestTest Survey 1 5 Characters in List 1 Learning by FlashcardsFlashcards Shape & Meaning Tests Survey 2 5 Characters in List 2 12 pupils

12. Results Animation VS. Flashcard A Paired-Sample t test Alpha level was set at.05 Recall test p=.02<.05 Matching test p= 1.0 A ceiling effect!

13. Link the image, meaning and characters together; Memorable Not clear

14. Lack of comparison with images and characters

15. Interesting parts of two methods Storyline Repetition Stroke order Similarity between images and characters Animation Link between pictures and characters color Flashcard

16. Discussion  In line with the cognitive load theory (Chandler,2004; Chandler & Sweller, 1991) Limited short term memory Determined by how the info. is presented Animation : character formation process Flashcard: imagination is need

17. Discussion L1 translations The picture-matching test same pictures used in learning and test session, test memory or concept? (reason for ceiling) Character learning is a long-term programme 2 hours, 10 characters

18. Future studies Large sample and more characters The role of L1 Retention effects The impact of narrations of animation

19. Thank you ! Juan.Yang@warwick.ac.uk