The Effects Of Dictation Integrated Continuation Task On L2 Chinese Vocabulary Learning For Non-Chinese Character Cultural Circle Learners

As one of the effective methods of L2 Chinese vocabulary,"xu argument" has been proved to be significant in improving learners’ L2 Chinese vocabulary learning effciency.However,at present,the application of the "xu argument" in academic circles is mostly focused on the reading-writing continuation task,while the application of reading-dictation continuation task is relatively rare.In view of this,using an empirical study,this paper try to explore the effect of dictation integrated continuation task("xu-based approach which views L2 learning as a process of creative imitation")on L2 Chinese vocabulary learning for non-Chinese character culture circle learners,based on "xu argument." Tests are divided into the instant test and the delayed test.The instant test indicates to perform an in-class dictation with different tasks for nine non-Chinese character culture circle learners who reaches intermediate level of Chinese proficiency,after they finish learning 12 target words each time immediately.Furthermore,4 of the 12 words are accepted by the reading-dictation integrated continuation with picture task,another 4 words are accepted through the reading-dictation integrated continuation task,and the final 4 words are accepted by the partial dictation task.The delayed test means that the same vocabulary tests are conducted to the participants after 24 hours,examining their mastery of the 12 target words learned on the previous day.This process is repeated three times for a total of 36 target words learning and testing.This study uses SPSS software to quantify the results of the target word dictation exercises and vocabulary tests,as well as,the post-experimental questionnaires and interviews are conducted to gain insight into which dictation tasks the participants prefer to and how much they approve of the inclined tasks.The results show that:Firstly,For non-Chinese character culture circle learners,reading-dictation integrated continuation task has obvious advantages in facilitating language learning.Secondly,Under the role of xu-based approach,the meaning dimension of L2 Chinese vocabulary learning has more significant influence on learning for non-Chinese character culture circle learners.Thirdly,Non-Chinese character culture circle learners are more inclined to dictation integrated continuation task and have a high level recognition of their facilitation effects.On the theoretical side,this study verifies the alignment effects in dictation integrated continuation task,discussing how dictation integrated continuation task facilitates language learning,and provides empirical data for various types of dictation integrated continuation task.The study also offers pedagogical suggestions for further development of dictation integrated continuation task in terms of practical teaching.