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Learning Chinese Characters And German Words Using Multimedia, Cheuk Yue Fung

Master's Theses

This study applies cognitive theory of multimedia learning and cognitive load theory to foreign language learning and examines in what conditions English-speakers benefit most from multimedia instruction. Sixty-four English-speaking college students learned either German words or Chinese characters. The reason for comparing these two languages is to assess the differences between low-knowledge and high-knowledge learners. We assume English-speakers have a better linguistic knowledge for learning German words than Chinese characters, because of the closer relationship between English and German languages than between English and Chinese languages. There were four cue conditions in which participants received either no cue, a verbal …