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Liu, Duo – Journal of Psycholinguistic Research, 2016
The processing of morphological information during Chinese word memorization was investigated in the present study. Participants were asked to study words presented to them on a computer screen in the studying phase and then judge whether presented words were old or new in the test phase. In addition to parent words (i.e. the words studied in the…
Descriptors: Chinese, Morphology (Languages), Memorization, Morphemes
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Yu, Xia – System: An International Journal of Educational Technology and Applied Linguistics, 2009
This study investigates whether two different means of learning the word sequence "despite the fact (that)" lead to differential outcomes of the acquisition of the grammatical structure imbedded in the word string which is, due to L1 transfer, especially problematic for Chinese learners of English. The participants of the study were randomly…
Descriptors: Grammar, Memorization, English (Second Language), Second Language Learning
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Mondria, Jan-Arjen – Studies in Second Language Acquisition, 2003
This study investigated whether a word-learning method in which learners infer the meaning of unknown words from the context, subsequently verify the meaning with the aid of a word list, and finally memorize the meaning ("meaning-inferred method") leads to better retention than one in which the meaning of unknown words is given in the form of a…
Descriptors: Second Language Learning, Language Research, Retention (Psychology), Comparative Analysis
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Shen, Helen H. – Language and Education, 2004
This study investigates how different encoding strategies affect retention of Chinese characters (words) as measured by recall of the sound and meaning of the characters. Three types of encoding strategies were investigated during character learning: rote memorisation (shallow processing), student self-generated elaboration, and instructor-guided…
Descriptors: Chinese, Learning Strategies, Graphemes, Second Language Learning
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Wajskop-Hianne, M.; Renkin, A. – International Review of Applied Linguistics in Language Teaching, 1968
With the immediate aim of reinforcing the productive and receptive control of ordinary spoken language, experiments were undertaken using two methods of teaching French to university students with some knowledge of the written language. The first of the two groups involved in the experiment completed a 240-hour course consisting primarily of…
Descriptors: Audiolingual Methods, Audiolingual Skills, College Language Programs, Comparative Analysis