Open AccessExploring the Effectiveness of a Reading-dictation Task in Promoting Chinese Learning as a Second Language
Author(s) -
Liu Li
Publication year - 2020
Publication title -
higher education studies
Language(s) - English
Resource type - Journals
eISSN - 1925-475X
pISSN - 1925-4741
DOI - 10.5539/hes.v10n1p100
Subject(s) - dictation , reading (process) , pinyin , reading comprehension , task (project management) , computer science , homophone , task analysis , psycholinguistics , linguistics , psychology , mathematics education , chinese characters , cognition , artificial intelligence , speech recognition , philosophy , management , neuroscience , economics
Dictation has long been recognized as a valid testing device and practical teaching technique in second language (L2) teaching and research. Yet recent years have witnessed an increasing use of integrated tasks in language education. This paper attempts to combine dictation with a reading activity and thereby explores the effectiveness of a reading-dictation integrated task, as compared to a dictation-only task in facilitating Chinese learning as a L2. Results of a quasi-experimental study showed that in reading-dictation, participants produced a higher number of correct characters and made less use of pinyin for support; homophone errors and comprehension errors were noticeably reduced. In addition, feedbacks from an interview verified participants' positive attitudes towards the reading-dictation task. Pedagogical implications of this study were subsequently discussed, in relation to Chinese L2 teaching in general and orthography teaching in particular.