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ERIC Number: ED462012
Record Type: Non-Journal
Publication Date: 1999-Aug
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
English Vocabulary Learning by Chinese Students: How Can Phonology Help?
Hill, Monica
This study investigated whether or not Hong Kong Chinese adults would benefit from hearing, or phonologically processing, unfamiliar English words upon first encountering them. Participants, who represented different levels of English proficiency, included Chinese undergraduate students, postgraduate students, and adult native speakers of English. A series of empirical studies was conducted to ascertain whether or not certain variables would affect participants' learning performance. A contrastive study compared the effect of phonological processing by Chinese students and German students of a similar standard of English but whose first language was based on the Roman alphabet. Results of the studies highlighted the difficulty that Chinese students, particularly those less skilled in English, had in phonologically processing unfamiliar English words. The phonological dimension of word learning had a significant effect on Chinese second language learners, but not on those whose first language was written in alphabetic script. Even those who could decode the phonemic symbols were able to recall more words, although the difference was not statistically significant. (Contains 12 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong