The effect of cognitive vocabulary learning approaches on Chinese learners’ compound word attainment, retention, and learning motivation

Abstract

Research has supported the benefit of cognitive vocabulary learning approaches, such as dual-coding (i.e. visual-verbal approach), on Chinese language learners’ vocabulary attainment. However, few studies have systematically examined how to maximize Chinese word retention. Therefore, the goal of this study was to investigate the effects of two types of visual-verbal approaches, i.e. pictographic-verbal coding approach and pictorial-verbal coding approach, on Chinese language learners’ word attainment. The visual support in our proposed pictographic-verbal coding approach uses pictograms, while pictures are used as the visual support in the pictorial-verbal coding approach. Further, we tested whether repetition would impact learners’ Chinese word retention. One-hundred fourth and fifth grade English-speaking Chinese language learners participated in the study. A series of two-way analysis of variance with repeated measures was conducted. Results showed that the pictographic-verbal coding approach assisted learners in acquiring as well as retrieving more Chinese words compared to the pictorial-verbal coding approach. We also found that learners taught by the pictographic-verbal coding approach demonstrated higher learning motivation. Instructional implications were discussed.