Mnemonic Strategies in Learning Chinese as a Foreign Language through Computer-Assisted Learning Process

Abstract

In the case of learning Chinese as a foreign language, learners whose native language is a derivative of Roman language always have problems in associating Chinese pronunciation (acoustic code) with the Chinese characters (non-alphabetic code). This problem arises because the learner’s native language is fundamentally different from Chinese. Roman languages are based on a phonological - alphabetical system while Chinese language is based on a pictographic-semantic system (sometimes called logographic language). For Roman language speakers to learn Chinese, it requires a different learning strategy. This study proposed to use keywords in combination with pictographs enhanced learning Chinese words in the practice of computer-assisted instruction.