This study aims to investigate the effects of different input modifications on reading comprehension and vocabulary acquisition in learning Chinese. A multimedia instruction with various annotation techniques is to be implemented in teaching Chinese language. Participants will be students enrolled in the three levels of Chinese classes in a major mid-western university in the United States. The data obtained from this study will be analyzed with various statistical techniques including correlation, frequencies, percentages, means and standard deviations. Multivariate analysis of covariance (MANCOVA) will be performed to test differences between annotation groups. Due to the paucity of similar studies on Chinese language learning, this study will have important implications for both Chinese language learners and educators.
|State||Published - Mar 2008|