In an increasingly multilingual world, it is important to examine methods that may lead to more efficient second language learning, as well as to analyze the mechanisms by which successful learning occurs. The purpose of the current study was to investigate how different learning contexts can impact the learning of Mandarin Chinese as a second language. Two contexts [virtual environment (VE) vs. traditional learning environment] were compared and examined from cognitive and linguistic perspectives. Thirty-one monolingual English speakers participated in a training study consisting of seven learning and testing sessions, followed by one additional sessions of delayed post-testing. The participants’ behavioral performances with regard to accuracy, reaction time, and exposure were collected and analyzed. Through analyses of variance and mixed-effects modeling, the current study shows that the learning trajectory of the participants in the VE showed a larger acceleration than that of those in the traditional learning context, which suggests that simulated embodied experience in the VE may have aided in the processing of a second language, especially with regard to enhancing the learning trajectory in short-term second language training.
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To ensure that the difference between the 2D line drawings and the 3D color pictures did not affect the learning outcome, we recruited a separate group of participants in a picture naming experiment. Thirty-four participants named the 2D line drawings and the 3D color pictures in separated blocks and the order of the blocks were counter-balanced. The corresponding name agreement score was .91 (i.e., 91% of the time the two different types of pictures yielding the same names). The correlation of name agreement score was .83 (i.e., the same picture that has high name agreement in 2D line drawings also has high name agreement in 3D color pictures). There is no significant different on name agreement scores between the two types of pictures; t(178) =.087, p > .05.
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We would like thank Yu-Ting Hsiao, Yu-Hsuan Kan, Indy Majere, and Luis Tzeng for their assistance with constructing the VEs in Second Life, and Karishma Kodia, Sarah Newby, Evan Oliver, Shinmin Wang for their assistance with running the experiment. The research was supported by funds from the Aim for Top University Office of the National Taiwan Normal University, the Joint Advanced Center for the Study of Learning Sciences (MOST 104-2911-I-003-301), and the US National Science Foundation (BCS-1338946).
|Chinese word||English translation|
|鋼杯 (gangbei)||Steel cup|
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Lan, YJ., Fang, SY., Legault, J. et al. Second language acquisition of Mandarin Chinese vocabulary: context of learning effects. Education Tech Research Dev 63, 671–690 (2015). https://doi.org/10.1007/s11423-015-9380-y
- Virtual worlds
- Mandarin Chinese
- Embodied cognition
- Contextual immersion
- Second language learning
- Vocabulary acquisition