Cover not available

Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 52:3 (2017) ► pp.255–289

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

Applying research-based multimedia design principles in designing and teaching beginning CFL learners the ba construction online

A pilot study

 | Iowa State University
Published online: 14 December 2017
DOI logo with link
https://doi.org/10.1075/csl.52.3.03zha
Abstract
Teaching grammar online is an increasingly necessary practice, but the process is resource-heavy, requiring online tools such as grammar videos. Studies show that current online grammar modules have mixed effectiveness, and none of the studies have examined the effects of the design of these modules. This study investigated whether an online module, designed according to basic multi-media design principles, is effective in helping learners understand the use of the ba construction. The study also asked how the students respond to the use of the online module. The findings show that the online module improved learners’ understanding and use of the ba construction. It also found that the students enjoyed using the online module and would like to have similar opportunities to learn grammar via multimedia online modules.
摘要
在翻转课堂被逐渐认可并日益得到广泛运用的教育环境下，通过网络进行语法教学愈发重要。然而可用的网上语法教学模块很难找到，所以需要授课教师自己设计。现有文献关于网上教授语法的研究结果并不一致，而且没有说明研究里的语法模块是如何设计出来的。本文以实证方法，探讨作者自行设计的把字句教学的网上教学模块是否可以帮助初级中文学习者理解并运用把字句的问题，并对设计理念及步骤作出了详细说明。结果表明，遵循多媒体学习的生成理论设计的这一把字句网上教学模版有效地提高了学生对把字句的掌握和运用。
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1 The benefits of using multimedia in teaching
    • 2.2 The role of explicit grammar instruction in teaching
    • 2.3 Design of grammar teaching in studies of online learning
    • 2.4 The ba construction: An important but challenging grammar concept in Mandarin Chinese
  • 3.Theoretical framework
    • 3.1 The cognitive load theory
    • 3.2 The cognitive theory of multimedia learning
      • 3.2.1Reducing extraneous processing
      • 3.2.2Managing essential processing
      • 3.2.3Fostering generative processing
      • 3.2.4Advanced principles
    • 3.3 Task appropriateness
  • 4.The design of the ba construction grammar module
    • 4.1 Selecting what to teach about the ba construction
    • 4.2 The design of the procedure
    • 4.3 Narration in the multimedia presentation
    • 4.4 Selection of images, animations, and videos used in the multimedia presentation
    • 4.5 Presence of voice, text, images, and animations
    • 4.6Preparing the learners
    • 4.7 Applying task appropriateness criteria in designing review tasks
  • 5.Research design
    • 5.1 Procedure
    • 5.2 Data collection
    • 5.3 Data analysis
  • 6.Results and discussion
    • 6.1 The online module’s effectiveness in improving beginning CFL learners’ understanding and use of the ba construction
    • 6.2 The post-test reveals two challenges
    • 6.3 Students’ perception of the instruction in the online module
  • 7.Conclusion
  • 8.Limitations
  • Acknowledgements
  • References
References (85)
References
Ainsworth, S. (2014). The multiple representation principle in multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 464–486). New York, NY: Cambridge University Press. Google Scholar logo with link to Google Scholar
Al-Jarf, R. S. (2005). The effects of online grammar instruction on low proficiency EFL college students’ achievement. The Asian EFL Journal, 7 (4),166–190.Google Scholar logo with link to Google Scholar
Alanen, R. (1995). Input enhancement and rule presentation in second language acquisition. In R. Schmidt (Ed.), Attention and awareness in foreign language learning (pp. 259–302). Honolulu, HI: University of Hawai’i Press.Google Scholar logo with link to Google Scholar
Arikan, A. (2009). Environmental peace education in foreign language learners’ English grammar lessons. Journal of Peace Education, 6 (1), 87–99. Google Scholar logo with link to Google Scholar
(2014). An examination of online grammar teaching materials available for young learners. Procedia – Social and Behavioral Sciences, 158 1, 18–22. Google Scholar logo with link to Google Scholar
Arfstrom, K. M. (2014). What’s the difference between a flipped classroom and flipped learning? Retrieved on April 20, 2016 from [URL].
Ash, K. (2012). Educators view flipped model with a more critical eye. Education Week, 32 (2), S6–S7.Google Scholar logo with link to Google Scholar
Baddeley, A. D. (1999). Essentials of human memory. Chicago: Psychology Press. Google Scholar logo with link to Google Scholar
Bender, E. (2000). The syntax of Mandarin ba: reconsidering the verbal analysis. Journal of East Asian Linguistics, 9 1, 105–145. Google Scholar logo with link to Google Scholar
Bennett, P. A. (1981). The evolution of passive and disposal sentences. Journal of Chinese Linguistics, 9 1, 61–89.Google Scholar logo with link to Google Scholar
Bergmann, J., & Sams, A. (2009). Remixing chemistry class: Two Colorado teachers make vodcasts of their lectures to free up class time for hands-on activities. Learning & Leading with Technology, 36 (4), 22–27.Google Scholar logo with link to Google Scholar
Bowles, M., & Montrul, S. (2008). The role of explicit instruction in the L2 acquisition of the a-personal. In J. B. de Garavito & E. Valenzuela (Eds). Selected proceedings of the 10th Hispanic linguistics symposium (pp. 25–35). Somerville, MA: Cascadilla Proceedings Project.Google Scholar logo with link to Google Scholar
Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition, 15 1, 357–386. Google Scholar logo with link to Google Scholar
Chao, Y. -R. (1968). A grammar of spoken Chinese. Berkeley: University of California Press.Google Scholar logo with link to Google Scholar
Chapelle, C. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Cheng, L. (1986). Clause structure in Mandarin Chinese (Unpublished master’s thesis). University of Toronto, Toronto.Google Scholar logo with link to Google Scholar
Cheung, H. S. (1973). A comparative study in Chinese grammars: the ba-construction. Journal of Chinese Linguistics, 1 (3), 343–382.Google Scholar logo with link to Google Scholar
Cui, Y. (2003). Hanyu jieyuzhong de “ba … fang …” duanyu fenxi 汉语介语中的 “把…放…” 短语分析 [An analysis of “ba… fang …” phrases in Mandarin Chinese]. Mandarin Chinese Studies 汉语学习, 1 1, 50–56.Google Scholar logo with link to Google Scholar
de Graaf, R. (1997). The eXperanto experiment: Effects of explicit instruction on second language acquisition. Studies in Second Language Acquisition, 19 1, 249–297. Google Scholar logo with link to Google Scholar
DeKeyser, R. (1995). Learning second language grammar rules: An experiment with a miniature linguistic system. Studies in Second Language Acquisition, 17 1, 379–410. Google Scholar logo with link to Google Scholar
Diao, Y., Chandler, P., & Sweller, J. (2007). New report: The effect of written text on comprehension of spoken English as a foreign language. The American Journal of Psychology, 120 (2), 237–261.Google Scholar logo with link to Google Scholar
Du, H. (2004). The acquisition of the ba – construction by adult second language learners (Unpublished doctoral dissertation). University of Arizona, Tucson.Google Scholar logo with link to Google Scholar
(2006). The acquisition of the Chinese ba-construction. Munich: Lincom Europa.Google Scholar logo with link to Google Scholar
Ellis, N. (1993). Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge. European Journal of Cognitive Psychology, 5 (3), 289–318. Google Scholar logo with link to Google Scholar
Feriazzo, L. (2014). Response: ‘Flipped learning makes teachers more valuable.’ Education Week. Retrieved in August 2016 from [URL]
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76 (5) 949–967. Google Scholar logo with link to Google Scholar
Hashimoto, A. Y. (1971). Mandarin syntactic structures. Unicorn, 8 1, 1–149.Google Scholar logo with link to Google Scholar
Hughes, N., & Rolls, A. (2012). Blended learning and disciplinarity: Negotiating connections in French studies in regional universities. The Language Learning Journal, 40 (3), 293–305. Google Scholar logo with link to Google Scholar
Hornstein, N., Nunes, J., & Grohmann, K. K. (2005). Understanding minimalism. New York: Cambridge University Press. Google Scholar logo with link to Google Scholar
Jamaludin, R., & Osman, S. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5 (2), 124–131.Google Scholar logo with link to Google Scholar
Jin, H. (1992). Pragmaticization and the L2 acquisition of Chinese BA constructions. Journal of the Chinese Language Teachers Association, 27 (3), 33–52.Google Scholar logo with link to Google Scholar
Kuo, J. Y., Wu, J-S., & Chung, S-C. (2011). Computer assisted learning of Chinese shape classifiers. Journal of Chinese Language Teaching, 2 1, 99–122.Google Scholar logo with link to Google Scholar
Goodall, G. (1988). Evidence for an asymmetry in argument structure. Linguistic Inquiry, 19 1, 669–674.Google Scholar logo with link to Google Scholar
Greenberg, B., Medlock, L., & Stephens, D. (2011). Blend my learning: Lessons from a blended learning pilot. Oakland, CA: Envison Schools, Google, & Stanford University D.School. Retrieved in June 2016 from [URL]
Jing-Schmidt, Z., Peng, X., & Chen, J. (2015). From Corpus Analysis to Grammar Instruction: Toward a usage-based constructionist approach to constructional stratification. Journal of Chinese Language Teachers Association, 50 (2), 1–30.Google Scholar logo with link to Google Scholar
Keengwe, J., Onchwari, G., Oigara, J. (eds.) (2014). Promoting active learning through the flipped classroom model. Advances in Educational Technologies and Instructional Design (AETID) Book Series. Hershey: IGI Global/Information Science Reference. Google Scholar logo with link to Google Scholar
Koszalka, T., & Ganesan, R. (2004). Designing online courses: A taxonomy to guide strategic use of features available in course management systems (CMS) in distance education. Journal of Distance Education, 25 (2), 243–256. Google Scholar logo with link to Google Scholar
Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon.Google Scholar logo with link to Google Scholar
Kumar, K. & Patil, S. S. (2013). Effectiveness of multimedia presentation for teaching English grammar to government rural secondary school students. Indian Streams Research Journal, 3 (1). Retrieved in September 2016 from [URL].
Li, J.- I. (1997). The ba construction in Mandarin Chinese: a serial verb analysis. In J. R. Black & V. Motapanyane (eds.), Current issues in linguistic theory, 140: Clitics, pronouns and movement (pp. 175–216.) Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Li, Y. -H. A. (2006). Chinese ba . In M. Everaart & H. van Riemskijk (eds.) The Blackwell companion to syntax, 1 1, 374–468. Malden, Mass.: Blackwell. Google Scholar logo with link to Google Scholar
Li, C. N., & Thompson, S. A. (1981). Mandarin Chinese: a functional reference grammar. Berkeley: University of California Press.Google Scholar logo with link to Google Scholar
Li, Y., & Deng, X. (2005). Baziju yufa xiangmu de xuanqu yu paixu yanjiu “把”字句语法项目的选取与排序研究 [A study on the selection and ordering of the ba construction types]. Language Teaching and Linguistic Studies 语言教学与研究, 3 1, 50–58.Google Scholar logo with link to Google Scholar
Lockwood, R. B. (2014). Flip it: Strategies for the ESL classroom. The University of Michigan Press. Ann Arbor, MI. Google Scholar logo with link to Google Scholar
Liu, F-H. (1997). An aspectual analysis of BA. Journal of East Asian Linguistics, 6 1, 51–99. Google Scholar logo with link to Google Scholar
Liu, Y. (1996). Hanyu shuiping dengji biaozhun yu yufa dengji dagang 汉语水平等级标准与语法等级大纲 [Standards for grading/ranking Chinese proficiency and grammar]. Beijing: Gaodeng jiaoyu chubanshe.Google Scholar logo with link to Google Scholar
Mayer, R. E. (2002). Multimedia learning. The Psychology of Learning and Motivation, 41 1, 85–139. Google Scholar logo with link to Google Scholar
(2009). Multimedia learning. 2nd edition. New York: Cambridge University Press. Google Scholar logo with link to Google Scholar
(2014). Research-based principles for designing multimedia instruction. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.) Applying Science of Learning in Education: Infusing Psychological Science into the Curriculum (pp. 59–70). Retrieved from the Society for the Teaching of Psychology web site: [URL]
Mayer, R. E., & Pilegard, C. (2014). Principles for managing essential processing in multimedia learning: Segmenting, pre-training, and modality principles. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 316–344). New York, NY: Cambridge University Press. Google Scholar logo with link to Google Scholar
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N. Davidson, C. A., Griffin, L. M., Esserman, D. A., Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89 (2), 1–8. Google Scholar logo with link to Google Scholar
Meskill, C., and Anthony, N. (2007). Learning to orchestrate online instructional conversations: A case of faculty development for foreign language educators. Journal of Computer Assisted Language Learning, 20 (1), 5–19. Google Scholar logo with link to Google Scholar
Nagata, N. (1993). Intelligent computer feedback for second language instruction. The Modern Language Journal, 77 1, 330–339. Google Scholar logo with link to Google Scholar
Nagata, N., & Swisher, M. V. (1995). A study of consciousness-raising by computer: The effect of metalinguistic feedback on SLA. Foreign Language Annals, 28 1, 336–347. Google Scholar logo with link to Google Scholar
Nassaji, H., & Fotos, S. (2004). Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics, 24 1, 126–145. Google Scholar logo with link to Google Scholar
Nazari, N. (2012). The effect of implicit and explicit grammar instruction on learners’ achievements in receptive and productive modes. Procedia – Social and Behavioral Sciences, 70 1, 156–162. Google Scholar logo with link to Google Scholar
Norris, J., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50 1, 417–528. Google Scholar logo with link to Google Scholar
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25 1, 85–95. Google Scholar logo with link to Google Scholar
Paivio, A. (1986). Mental representations. New York: Oxford University Press.Google Scholar logo with link to Google Scholar
Potgieter, A. P., & Conradie, S. (2013). Explicit grammar teaching in EAL classrooms: Suggestions from isiXhosa speakers’ L2 data. Southern African Linguistics and Applied Language Studies, 31 (1), 111–127. Google Scholar logo with link to Google Scholar
Rama, J. L., & Agulló, G. L. (2012). The role of grammar teaching: From communicative approaches to the common European framework of reference for languages. Revista of Linguistica y Lenguas Aplicadas, 7 1, 179–191.Google Scholar logo with link to Google Scholar
Robinson, Peter. (1996). Learning simple and complex second language rules under implicit, incidental, rule search, and instructed conditions. Studies in Second Language Acquisition, 18 (1), 27–67. Google Scholar logo with link to Google Scholar
. (1997). Generalizability and automaticity of second language learning under implicit, incidental, enhanced, and instructed conditions. Studies in Second Language Acquisition, 19 (2), 223–247. Google Scholar logo with link to Google Scholar
Rosa, E., & Leow, R. (2004). Computerized task-based exposure, explicitness, type of feedback, and Spanish L2 development. Modern Language Journal, 88 (2), 192–216. Google Scholar logo with link to Google Scholar
Scheiter, K. (2014). The learner control principle in multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 487–512). New York, NY: Cambridge University Press. Google Scholar logo with link to Google Scholar
Schmidt, R. (2001). Attention. In P. Robinson (ed.) Cognition and second language instruction (pp. 3–32). Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Simba Information. (2011). Flipped classroom offers new learning path. Electronic Education Report, 18 1, 1–3.Google Scholar logo with link to Google Scholar
Stone, B. B. (2012). Flip your classroom to increase active learning and student engagement. Paper presented at the 28th Annual Conference on Distance Teaching & Learning. Madison, Wisconsin.
Sweller, J. (1994). Cognitive load theory, learning difficulty and instructional design. Learning and Instruction, 4 1, 295–312. Google Scholar logo with link to Google Scholar
(1999). Instructional design in technical areas. Camberwell, Victoria, Australia: ACER Press.Google Scholar logo with link to Google Scholar
Sybesma, R. (1992). Causatives and accomplishments: the case of Chinese ba (Unpublished doctoral dissertation). Leiden University, Netherlands.Google Scholar logo with link to Google Scholar
Tsao, F. (1986). A topic-comment approach to the ba construction. Journal of Chinese Linguistics, 15 1, 1–55.Google Scholar logo with link to Google Scholar
Wang, L. (1957). Hanyu shigao 汉语史稿 [A history of the Chinese language]. Beijing: Science Publishing Company.Google Scholar logo with link to Google Scholar
Wang, M. (1987). Transitivity and the ba- construction in Mandarin (Unpublished doctoral dissertation). Boston University, Boston.Google Scholar logo with link to Google Scholar
Wang, Y., & Chen, V. (2008). Essential elements in designing online discussions to promote cognitive presence – A practical experience. Journal of Asynchronous Learning Networks, 12 (3–4), 157–177.Google Scholar logo with link to Google Scholar
Wen, X. (2010). Acquisition of the displacement ba-construction by English-speaking learners of Chinese. Journal of the Chinese Language Teachers Association, 45 (2), 73–100.Google Scholar logo with link to Google Scholar
(2012). A daunting task? The acquisition of the Chinese ba construction by nonnative speakers of Chinese. Journal of Chinese Linguistics, 40 (1), 216–241.Google Scholar logo with link to Google Scholar
Wittrock, M. C. (1989). Generative processes of comprehension. Educational Psychologist, 2 1, 345–376. Google Scholar logo with link to Google Scholar
Xing, J. Z. (2003). Toward a pedagogical grammar of Chinese: Approach, content, and process. Journal of the Chinese Language Teachers Association 38 (3), 41–67.Google Scholar logo with link to Google Scholar
(2006). Teaching and learning Chinese as a foreign language – A pedagogical grammar. Hong Kong: Hong Kong University Press.Google Scholar logo with link to Google Scholar
Yang, S. (1995). Ba and bei constructions in Chinese. Journal of the Chinese Language Teachers Association, 30 (3), 1–36.Google Scholar logo with link to Google Scholar
Zhang, S. (2002). Second language acquisition of the ba construction in contemporary Mandarin Chinese. (Unpublished master’s thesis). University of Southern California, Los Angeles.Google Scholar logo with link to Google Scholar
Zhang, W. (2001). Baziju de weiyi tushi 把字句的位移图示 [An illustration of the movement of ba construction]. Language Teaching and Linguistic Studies 语言教学与研究, 3 1, 1–9Google Scholar logo with link to Google Scholar
Zou, K. (1995). The syntax of the Chinese construction and verb compounds: A morphosyntactic analysis (Unpublished doctoral dissertation). University of Southern California, Los Angeles.Google Scholar logo with link to Google Scholar
Cited by (3)

Cited by three other publications

Wang, Lulu, Antigoni Parmaxi & Anna Nicolaou
2024. Teaching the Ba-Construction with Augmented Reality in Online Learning Environments. In Smart Mobile Communication & Artificial Intelligence [Lecture Notes in Networks and Systems, 936], ► pp. 115 ff. DOI logo
Zhu, Junling
2023. Critical Literature Review on Teaching Chinese as a World Language in the Context of Globalization. Language and Sociocultural Theory 9:2 ► pp. 202 ff. DOI logo
Zhang, Shenglan
2021. A systematic review of pedagogical research on teaching Chinese as a foreign language in the United States – from 1960 to 2020. Chinese as a Second Language Research 10:2 ► pp. 207 ff. DOI logo

This list is based on CrossRef data as of 8 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue