A study on Chinese-character learning strategies and character learning performance among American learners of Chinese

Sung, Ko-Yin

doi:10.1515/caslar-2012-0012

Cited by 11 publications

(8 citation statements)

References 9 publications

(28 reference statements)

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“…Existing findings reveal that students employed different strategies to study the shape, pronunciation, or meaning of characters at different learning stages (e.g., first-exposure, preview, or review) for different purposes (e.g., memorisation or doing practice). Although some studies explored factors underlying students' character learning strategies based on the data collected from the same inventory, their results are inconsistent (e.g., Shen, 2005;Sung, 2012Sung, , 2014. Some studies even generated conflicting results.…”

Section: L2 Learners' Strategies For Learning Chinese Charactersmentioning

confidence: 99%

Australian Students' Perceptions of the Challenges and Strategies for Learning Chinese Characters in Emergency Online Teaching

Gao¹

2020

International Journal of Chinese Language Teaching

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This study examines Australian students' perceptions of the challenges and strategies for learning and teaching Chinese characters in emergency online teaching amid the Covid-19 pandemic. Forty students at an Australian university completed an online survey. Results show that the students' perceived difficulties of learning characters in remote delivery were different from those reported in a face-to-face mode of learning. It seems that the implemented teaching strategies and revised assessment requirements have mitigated the challenges for learning characters. However, students reported some new challenges faced in emergency remote learning, such as technological and physical barriers (e.g., internet issues and learning space) and demands for self-discipline and time management abilities, which in turn affected their mental health and motivation for learning. The majority of students believed that repeated practice in the use of a variety of resources provided was effective in developing their character writing and reading skills. The majority also indicated their overall satisfaction with the implemented teaching strategies and their learning progress, although a few students reported their performance was affected by technological and physical constraints and shortage of time. Findings suggest that appropriate teaching strategies associated with research-based curriculum design should be implemented in online teaching to reduce students' stress and facilitate learning outcomes. Findings contribute to the theoretical development of character learning strategies by providing empirical evidence in emergency online teaching. This study has significant pedagogical implications for Chinese character pedagogy as proposed teaching strategies will be highly beneficial for instructed character learning in an online mode. This study also provides insights and suggestions about how Chinese language professionals and practitioners can improve on material and resource development and assessment design to adapt to future trends in online teaching.

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Section: L2 Learners' Strategies For Learning Chinese Charactersmentioning

confidence: 99%

Australian Students' Perceptions of the Challenges and Strategies for Learning Chinese Characters in Emergency Online Teaching

Gao¹

2020

International Journal of Chinese Language Teaching

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“…Additionally, Sung (2012) investigated the relationship between most frequently used strategies, factor underlying the use of these strategies and students' Chinese characters performance. 95 students from beginners through advanced learners were selected to participate in this study.…”

Section: Review Of the Related Literature Traditional Teaching And Lementioning

confidence: 99%

Mobile Application and Traditional Approach for Chinese Stroke Order Instruction in Foreign Language Classroom

Ting

Looi-Chin

Unin

2020

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Learning to write Chinese characters in the correct stroke order is important. However, it is rather challenging for learners especially non-native learners due to the complicated structures and the diversity of Chinese characters. Traditionally, rote learning has perceived as the most preferred used learning strategy in Chinese characters and it is highly recommended for the learners. Nonetheless, the rapid development of technology has changed the mode of learning. Mobile applications are utilized as media learning as it provides more opportunities for learners to learn everywhere and at anytime. This paper aims to investigate the impact of mobile app (MAs) and traditional method on Chinese characters stroke order learning. 100 students from the Faculty of Business and Management at UiTM (Sarawak), Mukah campus have been selected as participants for this study. The findings reported that both methods are able to help participants to pass the tests but the difference of both impacts is small. Although, the differences are not huge, but it is significant to tell mobile application might provide a better outcome compared to traditional method.

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“…In term of strategies in learning Mandarin, Sung (2012) attempted to examine the most recurrently used Chinese-character learning strategies and factors underlying those strategies, and the association between learners' strategy use and their language performance. Sung (2012) found seven most frequently used strategies, four of which were stroke-orthographic knowledge-based, while the remaining three were phonological-semantics knowledge-based.…”

Section: Review Of Literaturementioning

confidence: 99%

Similar Sounding Words Writing Strategy by Learners of Mandarin as a Foreign Language

Ang

Halim

2019

ILS

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A general feature observed in foreign language classroom is the usage of communication strategies by the learners in their attempts to manipulate a limited linguistics system to communicate. This research aims to investigate the usage of similar sounding words as a written communication strategy in learning Mandarin. The respondents were 59 second- and third-year Malaysian students learning Mandarin as a foreign language at a public university. An open-ended questionnaire was set to gauge respondents’ perception on the strategies used, and was divided into four parts, namely the demographic data and 3 parts of written tasks. The respondents were required to write a dialogue, answer questions on their hobbies and construct sentences using the words given. A total of 77 data of similar sounding words were found. The results showed that similar sounding words strategy was mostly applied to retroflex, alveolar, affricate, fricative, plosive, aspirated and unaspirated sounds. Another one third of the data consisted of syllables which were formed based on the learners’ understanding of the pronunciation. It was found that the strategy provides constructive help in getting the message across despite the inaccurate pronunciation. The findings also mirror the constructive learning attitude and aggressive struggle put in by the learners, and therefore, a positive strategy that should be encouraged.

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A study on Chinese-character learning strategies and character learning performance among American learners of Chinese

Cited by 11 publications

References 9 publications

Australian Students' Perceptions of the Challenges and Strategies for Learning Chinese Characters in Emergency Online Teaching

Australian Students' Perceptions of the Challenges and Strategies for Learning Chinese Characters in Emergency Online Teaching

Mobile Application and Traditional Approach for Chinese Stroke Order Instruction in Foreign Language Classroom

Similar Sounding Words Writing Strategy by Learners of Mandarin as a Foreign Language

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