Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2015, Cilt: 1 Sayı: 1, 59 - 75, 15.03.2015
https://doi.org/10.32601/ejal.460599

Öz

Kaynakça

  • Allen, J. R. (2008). Why learning to write Chinese is a waste of time: A modest proposal. Foreign Language Annals, 41(2), 237-251. http://doi.org/dv8m5d
  • Bi, Y., Han, Z., & Zhang, Y. (2009). Reading does not depend on writing, even in Chinese. Neuropsychologia, 47(4), 1193-1199. http://doi.org/dp742w
  • Chung, K. K. (2007). Presentation factors in the learning of Chinese characters: The order and position of Hanyu pinyin and English translations. Educational Psychology, 27(1), 1-20. http://doi.org/df28sg
  • Dew, J. E. (1994). Back to basics: Let’s not lose sight of what’s really important. Journal of the Chinese Language Teachers Association, 29(2), 31-46. Retrieved from http://journal.cltaus.org
  • Everson, M. E. (1988). Speed and comprehension in reading Chinese: Romanization vs. characters revisited. Journal of the Chinese Language Teachers Association, 23(2), 1-15. Retrieved from http://journal.clta-us.org
  • Everson, M. E. (1998). Word recognition among learners of Chinese as a foreign language: Investigating the relationship between naming and knowing. The Modern Language Journal, 82(2), 194-204. Retrieved from http://www.mlajournals.org
  • Everson, M. E. (2009) Literacy development in Chinese as a foreign language. In M. E. Everson, & Y. Xiao. Teaching Chinese as a foreign language (pp. 97-111). Boston, MA: Cheng & Tsui Company.
  • Fan, K. Y., Gao, J. Y., & Ao, X. P. (1984). Pronunciation principles of the Chinese character and alphabetic writing scripts. Chinese Character Reform, 3, 23-27.
  • Feldman, L. B., & Siok, W. W. (1999). Semantic radicals in phonetic compounds: Implications FoR visual character recognition in Chinese. In J. Wang, A. W. Inhoff, & H.-C. Chen (Eds.), Reading Chinese script: A cognitive analysis (pp. 19-35). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Harrington, M., & Jiang, W. (2013). Focus on the Forms: Form recognition practice in Chinese vocabulary learning. Australian Review of Applied Linguistics, 36(2), 132-145. Retrieved from http://www.nla.gov.au/openpublish/index.php/aral/article/viewFile/3070/3612
  • Hayes, E. B. (1988). Encoding strategies used by native and non-native readers of Chinese Mandarin. The Modern Language Journal, 72(2), 188-195. http://doi.org/bp8nm2
  • Guan, C. Q., Liu, Y., Chan, D. H. L., Ye, F., & Perfetti, C. A. (2011). Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese. Journal of Educational Psychology, 103(3), 509-522. http://doi.org/bnf9fr 74 Frederick Poole & Koyin Sung / Eurasian Journal of Applied Linguistics 1 (2015) 59–75
  • Lee, C. H., & Kalyuga, S. (2011). Effectiveness of different pinyin presentation formats in learning Chinese characters: A cognitive load perspective. Language Learning, 61(4), 1099- 1118. http://doi.org/brxx3g
  • Liu, Y., Wang, M., & Perfetti, C. A. (2007). Threshold-style processing of Chinese characters for adult second-language learners. Memory & Cognition, 35(3), 471-480. http://doi.org/bt4p64
  • Packard, J. L. (1990). Effects of time lag in the introduction of characters into the Chinese language curriculum. The Modern Language Journal, 74(2), 167-175. http://doi.org/fnr5d2
  • Perfetti, A. C., Ying, L. & Tan, L. H. (2005). The lexical constituency model: Some implications of research on Chinese FoR general theories of reading. Psychological Review, 112(1), 43-59. http://doi.org/c8m93v
  • Shen, H. H., & Ke, C. (2007). Radical awareness and word acquisition among nonnative learners of Chinese. The Modern Language Journal, 91(1), 97-111. http://doi.org/bkz2zf
  • Tan, L. H., Spinks, J. A., Eden, G. F., Perfetti, C. A., & Siok, W. T. (2005). Reading depends on writing, in Chinese. Proceedings of the National Academy of Sciences of the United States of America, 102(24), 8781-8785. http://doi.org/fjdt2s
  • Tsai, C. H., Kuo, C. H., Horng, W. B., & Chen, C. W. (2012). Effects on learning logographic character formation in computer-assisted Handwriting Instruction. Language Learning & Technology, 16(1), 110-130. Retrieved from http://llt.msu.edu/issues/february2012/tsaietal.pdf
  • Tse, S. K., Marton, F., Ki, W. W., & Loh, E. K. Y. (2007). An integrative perceptual approach for teaching Chinese characters. Instructional Science, 35(5), 375-406. http://doi.org/d5bc7p
  • Tso, R. V. Y., Au, T. K. F., & Hsiao, J. H. W. (2012). Writing facilitates learning to read in Chinese through reduction of holistic processing: A developmental study. Journal of Vision, 12(9), 530-530. http://doi.org/xzh
  • Xu, P., & Jen, T. (2004). Penless Chinese language learning: A computer-assisted approach. Journal of Chinese Language Teachers Association, 40(2), 25-42. Retrieved from http://journal.clta-us.org/
  • Wang, H., Chang, B. R., Li, Y. S., Lin, L. H., Liu, J., & Sun, Y. L. (1986). Xiandai hanyu pinlu cidian [Dictionary of the frequency of vocabulary in modern Chinese].
  • Wang, J., & Leland, C. H. (2011). Beginning students’ perceptions of effective activities for Chinese character recognition. Reading in a Foreign Language, 23(2), 208-224. Retrieved from http://nflrc.hawaii.edu/rfl/October2011/articles/wang.pdf
  • Ye, L. (2011). Teaching and learning Chinese as a foreign language in the United States: To delay or not to delay the character introduction. Applied Linguistics and English as a Second Language Dissertations. Paper 21. Retrieved from http://scholarworks.gsu.edu/alesl_diss/21
  • Ye, L. (2013). Shall we delay teaching characters in teaching Chinese as a foreign language? Foreign Language Annals, 46(4), 610-627. http://doi.org/xzj Frederick Poole & Koyin Sung / Eurasian Journal of Applied Linguistics 1 (2015) 59–75 75
  • Yu, H., Gong, L., Qiu, Y., & Zhou, X. (2011). Seeing Chinese characters in action: An fMRI study of the perception of writing sequences. Brain and Language, 119(2), 60-67. http://doi.org/cjnbpv

Three approaches to beginning Chinese instruction and their effects on oral development and character recognition

Yıl 2015, Cilt: 1 Sayı: 1, 59 - 75, 15.03.2015
https://doi.org/10.32601/ejal.460599

Öz

Developing Chinese character knowledge is often labor intensive and time consuming. Therefore, there is
often an imbalance between character instruction and training in other language skills due to how much
instructional time is occupied by learning characters. A few teaching approaches are frequently used in
the classroom to accommodate this problem. This pilot study intended to compare these approaches in an
experimental setting to investigate the effectiveness of them on learners’ oral and character recognition
performances. This study involved nine first-year learners of Chinese at a university in the United
States. Data collection of this study included the results of character quizzes and oral assessment. The
participants and their teachers were also given a survey regarding their perceptions towards each of the
instructional approaches. The findings illustrated that some of the instructional approaches helped
develop the participants’ oral skills more rapidly than the rest, while some approaches were more
effective in aiding the development of character recognition. 

Kaynakça

  • Allen, J. R. (2008). Why learning to write Chinese is a waste of time: A modest proposal. Foreign Language Annals, 41(2), 237-251. http://doi.org/dv8m5d
  • Bi, Y., Han, Z., & Zhang, Y. (2009). Reading does not depend on writing, even in Chinese. Neuropsychologia, 47(4), 1193-1199. http://doi.org/dp742w
  • Chung, K. K. (2007). Presentation factors in the learning of Chinese characters: The order and position of Hanyu pinyin and English translations. Educational Psychology, 27(1), 1-20. http://doi.org/df28sg
  • Dew, J. E. (1994). Back to basics: Let’s not lose sight of what’s really important. Journal of the Chinese Language Teachers Association, 29(2), 31-46. Retrieved from http://journal.cltaus.org
  • Everson, M. E. (1988). Speed and comprehension in reading Chinese: Romanization vs. characters revisited. Journal of the Chinese Language Teachers Association, 23(2), 1-15. Retrieved from http://journal.clta-us.org
  • Everson, M. E. (1998). Word recognition among learners of Chinese as a foreign language: Investigating the relationship between naming and knowing. The Modern Language Journal, 82(2), 194-204. Retrieved from http://www.mlajournals.org
  • Everson, M. E. (2009) Literacy development in Chinese as a foreign language. In M. E. Everson, & Y. Xiao. Teaching Chinese as a foreign language (pp. 97-111). Boston, MA: Cheng & Tsui Company.
  • Fan, K. Y., Gao, J. Y., & Ao, X. P. (1984). Pronunciation principles of the Chinese character and alphabetic writing scripts. Chinese Character Reform, 3, 23-27.
  • Feldman, L. B., & Siok, W. W. (1999). Semantic radicals in phonetic compounds: Implications FoR visual character recognition in Chinese. In J. Wang, A. W. Inhoff, & H.-C. Chen (Eds.), Reading Chinese script: A cognitive analysis (pp. 19-35). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Harrington, M., & Jiang, W. (2013). Focus on the Forms: Form recognition practice in Chinese vocabulary learning. Australian Review of Applied Linguistics, 36(2), 132-145. Retrieved from http://www.nla.gov.au/openpublish/index.php/aral/article/viewFile/3070/3612
  • Hayes, E. B. (1988). Encoding strategies used by native and non-native readers of Chinese Mandarin. The Modern Language Journal, 72(2), 188-195. http://doi.org/bp8nm2
  • Guan, C. Q., Liu, Y., Chan, D. H. L., Ye, F., & Perfetti, C. A. (2011). Writing strengthens orthography and alphabetic-coding strengthens phonology in learning to read Chinese. Journal of Educational Psychology, 103(3), 509-522. http://doi.org/bnf9fr 74 Frederick Poole & Koyin Sung / Eurasian Journal of Applied Linguistics 1 (2015) 59–75
  • Lee, C. H., & Kalyuga, S. (2011). Effectiveness of different pinyin presentation formats in learning Chinese characters: A cognitive load perspective. Language Learning, 61(4), 1099- 1118. http://doi.org/brxx3g
  • Liu, Y., Wang, M., & Perfetti, C. A. (2007). Threshold-style processing of Chinese characters for adult second-language learners. Memory & Cognition, 35(3), 471-480. http://doi.org/bt4p64
  • Packard, J. L. (1990). Effects of time lag in the introduction of characters into the Chinese language curriculum. The Modern Language Journal, 74(2), 167-175. http://doi.org/fnr5d2
  • Perfetti, A. C., Ying, L. & Tan, L. H. (2005). The lexical constituency model: Some implications of research on Chinese FoR general theories of reading. Psychological Review, 112(1), 43-59. http://doi.org/c8m93v
  • Shen, H. H., & Ke, C. (2007). Radical awareness and word acquisition among nonnative learners of Chinese. The Modern Language Journal, 91(1), 97-111. http://doi.org/bkz2zf
  • Tan, L. H., Spinks, J. A., Eden, G. F., Perfetti, C. A., & Siok, W. T. (2005). Reading depends on writing, in Chinese. Proceedings of the National Academy of Sciences of the United States of America, 102(24), 8781-8785. http://doi.org/fjdt2s
  • Tsai, C. H., Kuo, C. H., Horng, W. B., & Chen, C. W. (2012). Effects on learning logographic character formation in computer-assisted Handwriting Instruction. Language Learning & Technology, 16(1), 110-130. Retrieved from http://llt.msu.edu/issues/february2012/tsaietal.pdf
  • Tse, S. K., Marton, F., Ki, W. W., & Loh, E. K. Y. (2007). An integrative perceptual approach for teaching Chinese characters. Instructional Science, 35(5), 375-406. http://doi.org/d5bc7p
  • Tso, R. V. Y., Au, T. K. F., & Hsiao, J. H. W. (2012). Writing facilitates learning to read in Chinese through reduction of holistic processing: A developmental study. Journal of Vision, 12(9), 530-530. http://doi.org/xzh
  • Xu, P., & Jen, T. (2004). Penless Chinese language learning: A computer-assisted approach. Journal of Chinese Language Teachers Association, 40(2), 25-42. Retrieved from http://journal.clta-us.org/
  • Wang, H., Chang, B. R., Li, Y. S., Lin, L. H., Liu, J., & Sun, Y. L. (1986). Xiandai hanyu pinlu cidian [Dictionary of the frequency of vocabulary in modern Chinese].
  • Wang, J., & Leland, C. H. (2011). Beginning students’ perceptions of effective activities for Chinese character recognition. Reading in a Foreign Language, 23(2), 208-224. Retrieved from http://nflrc.hawaii.edu/rfl/October2011/articles/wang.pdf
  • Ye, L. (2011). Teaching and learning Chinese as a foreign language in the United States: To delay or not to delay the character introduction. Applied Linguistics and English as a Second Language Dissertations. Paper 21. Retrieved from http://scholarworks.gsu.edu/alesl_diss/21
  • Ye, L. (2013). Shall we delay teaching characters in teaching Chinese as a foreign language? Foreign Language Annals, 46(4), 610-627. http://doi.org/xzj Frederick Poole & Koyin Sung / Eurasian Journal of Applied Linguistics 1 (2015) 59–75 75
  • Yu, H., Gong, L., Qiu, Y., & Zhou, X. (2011). Seeing Chinese characters in action: An fMRI study of the perception of writing sequences. Brain and Language, 119(2), 60-67. http://doi.org/cjnbpv
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Articles
Yazarlar

Frederick Poole Bu kişi benim

Koyin Sung Bu kişi benim

Yayımlanma Tarihi 15 Mart 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 1 Sayı: 1

Kaynak Göster

APA Poole, F., & Sung, K. (2015). Three approaches to beginning Chinese instruction and their effects on oral development and character recognition. Eurasian Journal of Applied Linguistics, 1(1), 59-75. https://doi.org/10.32601/ejal.460599