| Summary: | 碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 101 === Based on the Chen’s (2012) Chinese character associative pictures, the purpose of this study was to investigate the effect of teaching strategies of Chinese character associative pictures, handwriting and stroke order learning on CSL learners. There were two parts in this study. First part takes 30 English native speakers who had never learned Chinese before and 30 undergraduate students in Taiwan as sample, and evaluated Chinese character associative pictures. Second part takes 91 Portuguese or Spanish native speakers who also know English very well as sample to investigate the impact of Chinese stroke learning and handwriting on effect of Chinese character learning. First part showed that the point of association Chinese character association picture and the meaning of the characters is over 3 in 5 point scale. Second part showed that the effect of character recognition and handwriting learning on handwriting practice strategy for learner is significant better than that with no handwriting practice. Accordingly, picture itself can link character-form and meaning together. Through stroke learning and writing practice, beginners can further understand orthography. This study demonstrated that the effect of learning Chinese character recognition can be improved through handwriting as the way of memory coding. This study also verified the Dual-coding theory, and highlighted the importance of writing in Chinese character learning.
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