Multimedia Redundancy Effect in Learning Chinese with Pinyin
نویسندگان
چکیده
The reported study was aimed at developing effective techniques for reducing learner cognitive overload while using pinyin (a phonetic system) to learn Chinese language. Learning effects of two instructional conditions (character-pinyin-pronunciation and character-pronunciation) were compared for learners with different levels of prior Mandarin proficiency and pinyin knowledge. It was expected that the effectiveness of eliminating redundant on-screen pinyin might depend on levels of learner prior knowledge. Results demonstrated superiority of the character-pronunciation condition over the character-pinyin-pronunciation condition for learners with a lower prior knowledge level. No differences between the two conditions were found for learners with higher levels of prior knowledge.
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