Active Learning: Qualitative Inquiries Into Vocabulary Instruction in Chinese L2 Classrooms

Active learning emerged as a new approach to learning in the 1980s. The core concept of active learning involves engaging students not only in actively exploring knowledge but also in reflecting on their own learning process in order to become more effective learners. Because the nonalphabetic natur...

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Bibliographic Details
Published in:Foreign language annals 2015-03, Vol.48 (1), p.82-99
Main Authors: Shen, Helen H., Xu, Wenjing
Format: Article
Language:English
Subjects:
Active Learning
active learning in Chinese
Chinese
Chinese as a second language
Chinese character instruction
Chinese languages
Course Content
Educational Strategies
English as a second language learning
Foreign language instruction
Foreign language learning
Ideography
Instructional Effectiveness
Language Proficiency
Language Skills
Learner Engagement
Learning Activities
Learning Processes
Qualitative Research
Reading acquisition
Romanization
Second language writing
Student Attitudes
Students
Teaching Methods
Vocabulary
Vocabulary Development
Vocabulary instruction
vocabulary learning
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Summary:Active learning emerged as a new approach to learning in the 1980s. The core concept of active learning involves engaging students not only in actively exploring knowledge but also in reflecting on their own learning process in order to become more effective learners. Because the nonalphabetic nature of the Chinese writing system makes learning to read and write Chinese characters extremely time‐consuming for native English speakers, this qualitative study was intended to identify instructional strategies, methods, and activities for promoting active learning among beginning learners of Chinese as a second language and to investigate students' perceptions of the identified strategies, methods, and activities with regard to their effectiveness in engaging students in meaningful learning.
ISSN:0015-718X
1944-9720
DOI:10.1111/flan.12137