Methods and Effects of Shadowing Using Online Authentic Videos on L2 Acquisition of Mandarin Chinese Tones

Mandarin Chinese tones are notoriously difficult for second language (L2) learners. Previous research focuses on tone training methods that can help learners produce monosyllabic lexical tones, and studies about the production of multisyllabic lexical tones at the sentence level in spontaneous speech are limited. This study applies shadowing—a method where the learners repeat what they heard with as little delay as possible—to tone training and compares the effects of using authentic videos and textbook audios as shadowing materials for beginner L2 Mandarin learners’ tone improvement at the sentence level. Fourteen students in elementary Chinese classes at an American university participated in the tone training activity for four weeks. The participants in the “authentic video” group received authentic videos as their training materials, while the “textbook audio” group was trained with textbook audios. The participants shadowed the materials twice a week, six times per session, at home in their free time. Tone accuracy was rated by Mandarin native speakers according to the pre-test and the post-test consisting of a read-aloud task and a one-on-one conversation. Qualitative and quantitative surveys were conducted to analyze learners’ attitudes toward the shadowing activity and the materials. The results indicate that learners in both groups showed significant improvements in their accuracy in spontaneous speech with no significant differences between the two groups. As for learners’ attitudes, although the participants reported overall positive feedback on the shadowing activity regardless of the materials, authentic materials generated great interest from the participants and were more appealing to the learners. A strong correlation between learners’ confidence in speaking and flexibility of the activity was also found. Based on the finding, pedagogical implications are discussed, including how to select suitable materials and shadowing instructions. For example, educators could introduce textbook audios first and gradually add authentic materials. The findings provide Mandarin Chinese instructors an effective and engaging way to improve learners’ tone production in spontaneous speaking. Incorporating shadowing activities into class has great potential to encourage learners’ autonomy without occupying precious class time. The findings not only contribute to research on teaching Chinese as a second language and the related pedagogy but also shed light on the use of authentic materials in second language teaching and learning

The effects of an enriched environment and teacher intervention on the dramatic and sociodramatic play of children

This study examined the effects of an enriched environment and teacher intervention on the dramatic and sociodramatic play of four to five year old children in Singapore. Three groups, comprising one experimental group with an enriched play environment, another experimental group with an enriched play environment and teacher intervention, and a control group without any intervention, with a total of thirty-six children from three childcare centres, were observed in the classroom setting. The Smilansky Scale for Evaluation of Dramatic and Sociodramatic Play was used to evaluate and rate the six play elements of Imitative Role Play, Make-Believe with Objects, Make-Believe with Actions and Situations, Persistence in Role Play, Interaction and Verbal Communication, that occurred in the children's play sessions. Pre and post intervention data were analysed using paired t tests, analysis of variance, and chi-square to determine effects of the interventions. A qualitative perspective was included to provide additional information on the children's play. Overall, the results and analyses indicated increased play levels in the dramatic and sociodramatic play of the children in both experimental groups, and revealed more significant effects on the dramatic and sociodramatic play of children with the enriched play environment. Research has supported the influence of the enriched play environment (Petrakos and Howe, 1996), and the effects of the enriched play environment and teacher intervention (Smilansky, 1968) in children's play. The findings of this study serve to highlight the effects of the enriched environment and teacher intervention in enhancing the dramatic and sociodramatic play of children. The need to evaluate the role of teachers in children's play is also highlighted, with implications for teacher training programmes in the local context to emphasise the values and understanding of play in relation to learning experiences for children and the preschool curriculum

KINEMATIC CHARACTERISTICS OF SPECIFIC WUSHU MOVEMENTS: A CASE STUDY

INTRODUCTION: In this study, biomechanical characteristics of specific long shadow boxing routine actions, namely, 'cechuai', 'qiansaotui' and 'xuanfengjiao', were examined by biomechanical analysis. These actions start with thrust left heel sideways balance, followed by a downward sweeping leg and then a jump up whirlwind step (see figure 1). For most wushu athletes, these actions are difficult to accomplish perfectly. Providing some preliminary biomechanics information may help novices to accomplish all these actions

The prognostic value of left atrial and left ventricular strain in patients after ST-segment elevation myocardial infarction treated with primary percutaneous coronary intervention

Background: Global longitudinal strain (GLS) based on two-dimensional speckle-tracking echocardiography (2D-STE) might better reflect left ventricular (LV) contractile performance than conventional parameters. Recently, left atrial (LA) strain has been used as a more accurate alternative to assessing LA performance. The aim in this study was to assess the clinical prognostic value of left ventricular GLS (LV GLS) and peak atrial longitudinal strain (PALS) in patients after ST-segment elevation myocardial infarction (STEMI).Methods: The study enrolled 199 patients who underwent primary percutaneous coronary intervention (pPCI) for first STEMI. Conventional and 2D-STE were performed within 48 h after pPCI. LV GLS and PALS were related to LV remodeling at 6-month follow-up and to adverse events.Results: Diabetes mellitus, GLS and PALS independently predicted LV remodeling. With multivariable Cox proportional hazards, diabetes mellitus, GLS and PALS were predictive of adverse clinical outcomes. However, PALS did not add significant incremental value beyond LV GLS in the prediction of LV remodeling (increase in area under the receiver-operator characteristic curve [AUC]: 0.05, p = 0.24) and clinical events (even a decrease in AUC: 0.03, p = 0.69).Conclusions: Both GLS and PALS provide independent prognostic value for adverse LV remodeling and clinical outcomes after STEMI. However, the ability of the combination of PALS and GLS to predict LV remodeling and clinical outcomes may not be superior to that of a single indicator