東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Learners' Experiences with Informall...

Huang, Ting,

Linked to FindBook

Google Book

Amazon

博客來

Learners' Experiences with Informally Learning Chinese from Watching Online Videos /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Learners' Experiences with Informally Learning Chinese from Watching Online Videos // Ting Huang.
Author:	Huang, Ting,
Description:	1 electronic resource (272 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 78-12, Section: A.
Contained By:	Dissertations Abstracts International78-12A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10264479
ISBN:	9781369822915

Learners' Experiences with Informally Learning Chinese from Watching Online Videos /
Huang, Ting,

Learners' Experiences with Informally Learning Chinese from Watching Online Videos /Ting Huang. - 1 electronic resource (272 pages)

Source: Dissertations Abstracts International, Volume: 78-12, Section: A.

American college Chinese as Foreign Language (CFL) education is in need of an emic understanding of the learners, and CFL learners commonly have experience with informally learning Chinese from watching online videos. Informal learning has been recognized as one of the most powerful factors in Foreign Language (FL) development. While it has been commonly practiced, little research on informal CFL learning from watching online videos is available. CFL learning from videos is a complex process. Understanding the learners' experience of informally learning Chinese from watching online videos is crucial for advancing the traditional CFL learning practices. Such an understanding is important for creating a socially oriented learning environment while taking into account both inter- (social) and intra-level (personal) factors in FL learning. Grounded in Sociocultural Theory (SCT) in Second Language Acquisition (SLA), this study fills this gap in the research on CFL. This is a multiple qualitative case study focused on three CFL participants' informal learning experiences from watching videos. The data was collected through 12 sequentially designed, in-depth interviews, 30 participatory observations, three clip-elicitation conversations, and document analysis focused on three case participants. Using Constant Comparative Methods (CCM) in Grounded Theory (GT) as the data analysis method, this study found there were four prominent affordances from video learning: 1) providing a window for authentic conversation, 2) teaching Chinese morphology, 3) depicting Chinese social realities, and 4) offering a way of assessment. Videos are not always harmonious with CFL learning. There were also challenges. The interviews, field notes from observations, and document analysis suggest that the participants lacked verisimilitude in the Chinese video watching due to four main challenges. Specifically, the participants struggled to understand 1) Chinese internet cultural references (e.g., internet shortenings, buzzwords, and/or abbreviations), 2) contemporary Chinese cultural references (e.g., contemporary collectivist cultural values and cultural history in the 1990s in China), 3) traditional Chinese cultural references (e.g., dynastic knowledge and classical poems), and 4) the fast speed of video conversations. This study contributes to the existing body of knowledge in the field of FL education in general and CFL education in particular.

English

ISBN: 9781369822915Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

CFL learning

Learners' Experiences with Informally Learning Chinese from Watching Online Videos /
LDR:04016nmm a22004693i 4500 001 2430577
005 20250527055709.5
006 m o d
007 cr|nu||||||||
008 261011s2017 miu||||||m |||||||eng d
020 $a 9781369822915
035 $a (MiAaPQD)AAI10264479
035 $a (MiAaPQD)rochester:11401
035 $a AAI10264479
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Huang, Ting, $e author. $3 3818958
245 1 0 $a Learners' Experiences with Informally Learning Chinese from Watching Online Videos / $c Ting Huang.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 1 electronic resource (272 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 78-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisors: Lammers, Jayne C. Committee members: Ares, Nancy; Shen, Helen H.
502 $b Ph.D. $c University of Rochester $d 2017.
520 $a American college Chinese as Foreign Language (CFL) education is in need of an emic understanding of the learners, and CFL learners commonly have experience with informally learning Chinese from watching online videos. Informal learning has been recognized as one of the most powerful factors in Foreign Language (FL) development. While it has been commonly practiced, little research on informal CFL learning from watching online videos is available. CFL learning from videos is a complex process. Understanding the learners' experience of informally learning Chinese from watching online videos is crucial for advancing the traditional CFL learning practices. Such an understanding is important for creating a socially oriented learning environment while taking into account both inter- (social) and intra-level (personal) factors in FL learning. Grounded in Sociocultural Theory (SCT) in Second Language Acquisition (SLA), this study fills this gap in the research on CFL. This is a multiple qualitative case study focused on three CFL participants' informal learning experiences from watching videos. The data was collected through 12 sequentially designed, in-depth interviews, 30 participatory observations, three clip-elicitation conversations, and document analysis focused on three case participants. Using Constant Comparative Methods (CCM) in Grounded Theory (GT) as the data analysis method, this study found there were four prominent affordances from video learning: 1) providing a window for authentic conversation, 2) teaching Chinese morphology, 3) depicting Chinese social realities, and 4) offering a way of assessment. Videos are not always harmonious with CFL learning. There were also challenges. The interviews, field notes from observations, and document analysis suggest that the participants lacked verisimilitude in the Chinese video watching due to four main challenges. Specifically, the participants struggled to understand 1) Chinese internet cultural references (e.g., internet shortenings, buzzwords, and/or abbreviations), 2) contemporary Chinese cultural references (e.g., contemporary collectivist cultural values and cultural history in the 1990s in China), 3) traditional Chinese cultural references (e.g., dynastic knowledge and classical poems), and 4) the fast speed of video conversations. This study contributes to the existing body of knowledge in the field of FL education in general and CFL education in particular.
546 $a English
590 $a School code: 0188
650 4 $a Education. $3 516579
650 4 $a Social studies education. $3 3422293
650 4 $a Asian studies. $3 1571829
653 $a CFL learning
653 $a Digital media
653 $a Informal learning
653 $a Learner experiences
653 $a Qualitative research
653 $a Video learning
690 $a 0342
690 $a 0515
690 $a 0534
710 2 $a University of Rochester. $b Margaret Warner Graduate School of Education and Human Development. $e degree granting institution. $3 3818959
720 1 $a Lammers, Jayne C. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 78-12A.
790 $a 0188
791 $a Ph.D.
792 $a 2017
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10264479