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

Frederick Poole Koyin Sung

https://doi.org/10.32601/ejal.460599

Cited By: 7

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. 

Anahtar Kelimeler

Chinese language beginners, Pinyin, character recognition, character writing, university level

Kaynakça

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