TY  - JOUR
T1  - Three approaches to beginning Chinese instruction and their effects on oral development and character recognition
AU  - Poole, Frederick
AU  - Sung, Koyin
PY  - 2015
DA  - March
DO  - 10.32601/ejal.460599
JF  - Eurasian Journal of Applied Linguistics
JO  - EJAL
PB  - Ece ZEHİR TOPKAYA
WT  - DergiPark
SN  - 2149-1135
SP  - 59
EP  - 75
VL  - 1
IS  - 1
LA  - en
AB  - Developing Chinese character knowledge is often labor intensive and time consuming. Therefore, there isoften an imbalance between character instruction and training in other language skills due to how muchinstructional time is occupied by learning characters. A few teaching approaches are frequently used inthe classroom to accommodate this problem. This pilot study intended to compare these approaches in anexperimental setting to investigate the effectiveness of them on learners’ oral and character recognitionperformances. This study involved nine first-year learners of Chinese at a university in the UnitedStates. Data collection of this study included the results of character quizzes and oral assessment. Theparticipants and their teachers were also given a survey regarding their perceptions towards each of theinstructional approaches. The findings illustrated that some of the instructional approaches helpeddevelop the participants’ oral skills more rapidly than the rest, while some approaches were moreeffective in aiding the development of character recognition.
KW  - Chinese language beginners
KW  - Pinyin
KW  - character recognition
KW  - character writing
KW  - university level
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UR  - https://doi.org/10.32601/ejal.460599
L1  - https://dergipark.org.tr/en/download/article-file/536703
ER  -