A Comparison of Written Chinese Achievement Among Heritage Learners in Homogeneous and Heterogeneous Groups  

Oleh:

Shen, Helen H.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 36 no. 2 (2003), page 258-266.
Fulltext: 36_02_Shen.pdf (913.43KB)

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This paper examines the effects of grouping practice on written Chinese achievement among heritage learners in college Chinese classes. Subjects were two groups of heritage students: a homogeneous group (heritage students only) and a heterogeneous group (heritage students mixed with nonheritage students). Students’performance in written Chinese was measured by an instructor- made vocabulary test and the SAT I1 Chinese Test with Listening. Quantitative analysis of their performance showed that heritage students in the homogenous group performed significantly better in written Chinese with one year ofstudy than did heritage students in the heterogeneous group with two years of study. This result suggests that in college-level Chinese language classes, tracking based on linguistic background can improve heritage students’ academic achievement, because it provides them an environment in which they can learn to their maximum capacity.

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