The Influence of Static and Dynamic Materials on Beginning CFL Learners' Characters Recognition and Learning Strategies

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The purpose of this research was to investigate the influence of characters recognition ability between the static and dynamic teaching materials and their learning strategies for beginning CFL learners. Being a Chinese lecturer in university language center in northern Taiwan, I noticed that students have difficulties of learning characters due to the word-based teaching materials, the limit of class time, the ignorance to cultivation of characters recognition, and being required to write characters in the early stage. Characters recognition is the first step for students to learn Chinese, it needs more attention when teaching. Nowadays, it is widespread that multimedia has been applied in the field of language teaching, and is effective to teach language. The researcher of the study would like to break through the restriction of the teaching environment by designing multimedia characters recognition materials which are appropriate for the environment,and then comparing static and dynamic materials on the aspects of word shape,word sound and word meaning, and also the perception from the students about the two materials as well as the learning strategies of reading and watching the two materials. Based on the common radicals mentioned by De-Ming Ye (1999) and Pei-Rong Huang (2009), the researcher chose 40 form-sound characters by considering high frequent, sound component which can highly present sounds, and two entire parts by separating as the resources of the two materials. 6 students in the July, 2017 were recuited to participate in the experiment. After testing, filling up the questionnaire, and interviewing, the conclusions are followed: 1).The result of the static characters recognition test from the students is better than the result of dynamatic characters recognition test. In the static test, the students performed the best in terms of the connection of word shape and word sound. The connection of word sound and word shape is second, and the connection of word shape and word meaning is the worst. Because of the cognitive load, learning style, age and the difference of background which is from Sinosphere or not, the dynamic materials do not affect the students equally. 2). The perception of the static material from the students is higher than that of the dynamic material because thestatic material is more highly controlled, and without animation and voice disturbing memory as well as without visual fatigue caused by the multimedia play equipment. 3). The students mentioned that it will be good to combine advantages of the two materials, and use multimedia, such as antimation or video that can make word shape and word meaning more close and make the interest of learning in class increase. 4). The learning strategies of the two materials accord with each other when students read／watch the two materials. The deductive strategy is mostly agreed, and the writing and memorize characters as a whole strategy are not mostly often used.