SILPAKORN UNIVERSITY JOURNAL OF SOCIAL SCIENCES, HUMANITIES, AND ARTS, Vol 13, No 2 (2013)

Task-based Learning Approach Emphasizing Associative Memory Techniques for Chinese Character Recognition and Reading

Sumlee Thongthew, Narinchai Haphuriwat, Suree Choonharuangdej, Prannapha Modehiran










Abstract


This article aims to present a part of an experimental research to develop an intructinal model. The purposes of this research were to: 1) develop a Chinese language instructional model based on a Task-Based Learning approach that emphasizes associative memory techniques for Chinese character recognition to enhance reading ability, and 2) evaluate the efficiency of the developed instructional model. This study was conducted in three phases: the first phase was to develop the instructional model; the second phase was to develop the instruments; and the third phrase was to evaluate the efficiency of the model and to develop a conclusion based on the results. The sample of this experiment was of sophomore Chinese majors who were students at the University of Thai Chamber of Commerce and who had difficulties recognizing sounds and meanings of Chinese characters and in reading abilities. The instruments used in this study were a pre-post test, two formative tests, observations, journals, questionnaires and interviews. The findings of the study revealed that the instructional model for Chinese language based on Task-Based Learning approach emphasizing associative memory techniques was the model emphasizing interactive activities, raising consciousness of associated characters, having semantic and phonic elements as memory cues, to enhance ability to identify characters and words in the texts and to apply reading strategies. The procedure of the developed model were: Step one, Associated characters; Step two, Characters in words and contexts; and Step three, Feedback and reflection. The results of the evaluation of efficiency illustrated that the mean of the post-test scores of Chinese character recognition and reading comprehension ability were higher than the mean of the pre-test scores at the significance level of .05.
Key Words: Task-Based Learning; associative memory; Chinese character recognition

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