TopicDate/ Time
LocationInstructor
Negotiating in China
Sept. 23/5:00-7:00pm
UAA campus bookstore/ 2F
Lihong Wang
Cognitive Theories and

Chinese-L2 Vocabulary Instruction

Oct. 4/ 1:00-3:00pm
UAA campus bookstore/ 2F
Halen Shen
Classic Chinese Tales/

Chinese Auspicious Pictures

Oct.14/ 9:00-10:30am
Anchrage Bartlett High School

Lei Ma


Oct.14/ 12:00-2:00pmUAA campus bookstore/ 2F
Clothing and Social Status in

Traditional Chinese Culture

Nov.  4/ 1:00pm-3:00pm
UAA campus bookstore/ 2F
Lin Yang
Chinese Calligraphy

Nov. 11/5:30-7:30pm
World Trade Center Alaska

1815 Bragaw Street, Suite 102, 

Anchorage, AK

Xinshi Tu
Nov. 12/ 5:00-7:00pm
UAA Main Campus

Consortium Library 307


 

 

Cognitive Theories and Chinese L2 Vocabulary Instruction

 Helen H. Shen, The University of Iowa From a cognitive perspective, character learning is a type of information processing.  This presentation will briefly address the role of five cognitive theories in vocabulary learning from the aspects of information encoding, processing, and retrieval. Mainly it discusses the use of dual coding theory in enabling both verbal and nonverbal processing for the purpose of  enhancing memorization, the use of cognitive load theory by controlling learners' processing capacity in working memory to ensure schema acquisition and automation, the use of level-of-processing theory to ensure meaningful processing of new words which leads to a better memorization, the use of multimodal theory to involve learners' multi-cognitive modals during word encoding for a better retrieval, and the use of competition theory to emphasize contrasts between similar items in order to have an accurate retrieval of target words with similar features to other non-target words. Based on the principles of the five theories, how to design teaching methods and activities for Chinese L2 vocabulary instruction will be exemplified in detail.