A Study on the Learning and Teaching of Hanzi-Chinese Characters.
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| Title: | A Study on the Learning and Teaching of Hanzi-Chinese Characters. |
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| Language: | English |
| Authors: | Wang, Shu-han C. |
| Source: | Working Papers in Educational Linguistics. 1998 14(1):69-101. |
| Peer Reviewed: | N |
| Page Count: | 35 |
| Publication Date: | 1998 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Chinese, Classroom Techniques, College Faculty, College Instruction, Educational Strategies, Higher Education, Ideography, Interlanguage, Introductory Courses, Language Research, Language Teachers, Learning Strategies, Phonetics, Second Language Instruction, Second Language Learning, Teacher Attitudes, Transfer of Training |
| Geographic Terms: | U.S.; Pennsylvania |
| Abstract: | A study investigated how Chinese characters (hanzi) were taught and learned in a first-year Chinese language class in an American university. Traditionally the teaching of hanzi in higher education has taken one of four approaches: radical; high-frequency-hanzi; phonetic; and non-teaching. The four approaches are analyzed from the second language acquisition perspective, focusing on first-to-second-language transfer and orthographic depth effects in comparing native Chinese learners and second language learners of Chinese. Subjects were 15 university students. Data were collected using participant observation, interviews, and a survey. Research questions included: (1) the approach/belief the teacher follows, and the relationship between that approach and teaching techniques; and (2) the learning strategies adopted by students. Results and their pedagogical implications are reported. The student background questionnaire, student strategy-use questionnaire, teacher questionnaire, and a summary of results are appended. Contains 88 references. (MSE) |
| Notes: | For complete volume, see FL 025 751. |
| Journal Code: | RIEAUG1999 |
| Entry Date: | 1999 |
| Accession Number: | ED428556 |
| Database: | ERIC |
| Abstract: | A study investigated how Chinese characters (hanzi) were taught and learned in a first-year Chinese language class in an American university. Traditionally the teaching of hanzi in higher education has taken one of four approaches: radical; high-frequency-hanzi; phonetic; and non-teaching. The four approaches are analyzed from the second language acquisition perspective, focusing on first-to-second-language transfer and orthographic depth effects in comparing native Chinese learners and second language learners of Chinese. Subjects were 15 university students. Data were collected using participant observation, interviews, and a survey. Research questions included: (1) the approach/belief the teacher follows, and the relationship between that approach and teaching techniques; and (2) the learning strategies adopted by students. Results and their pedagogical implications are reported. The student background questionnaire, student strategy-use questionnaire, teacher questionnaire, and a summary of results are appended. Contains 88 references. (MSE) |
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