Research of Reading and Writing in Lithuania: Past, Present and Future

Gedutienė, Reda

doi:10.1007/978-3-030-38811-9_14

Cited by 3 publications

(1 citation statement)

References 13 publications

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“…There is a general lack of longitudinal and ecologically valid (i.e., replicating the conditions of real, educationally-situated L2 Chinese learning) studies of L2 Chinese literacy development in general (Fedewa et al, 2022, though cf. Knell & West, 2015, 2017P.…”

Section: Issues In Researchmentioning

confidence: 99%

The E-Writing Approach to L2 Chinese Instruction: Clarifying Fundamental Principles and Core Concepts

Coss

2023

Preprint

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Learners of Chinese as an additional language (L2) face the formidable challenge of achieving literacy in Chinese alongside developing oral-aural proficiency, all within the limited time constraints of classroom-based learning. Despite numerous efforts to determine the most effective approach to L2 Chinese character (Hanzi) instruction, a consensus remains elusive. This chapter argues that this consensus has not yet been reached primarily due to the lack of terminological clarity among L2 Chinese teaching professionals. In short, we are arguing past one another; we are not even talking about the same issue. Therefore, this chapter addresses the debate about L2 Hanzi pedagogy by (1) providing clear definitions for often ambiguous terms that have fueled ongoing debates in the field; (2) critically reviewing and identifying shortcomings and over-generalizations in long-standing arguments advocating for the indispensability of hand-writing in L2 Chinese learning, especially given its significant opportunity costs; (3) proposing e-writing as a promising alternative that caters to the needs of the majority of modern-day L2 Chinese learners; and (4) proposing a specific subset of potential supporting roles for hand-writing within the L2 Chinese curriculum. Based on the available evidence, this chapter concludes that ‘e-writing as primary’ (电写为主，手写为辅) is the ideal primary approach for the majority of L2 Chinese learners in the 21st century.

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Section: Issues In Researchmentioning

confidence: 99%

The E-Writing Approach to L2 Chinese Instruction: Clarifying Fundamental Principles and Core Concepts

Coss

2023

Preprint

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Simple View of Reading Across the Transition from Kindergarten to Grade 1 in a Transparent Orthography

Šilinskas

Gedutiene

Torppa

et al. 2023

Scientific Studies of Reading

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How much does spoken language affect spelling among primary school pupils? Quantitative research on spelling over the period of 1950–2021

Čičirkaitė

2023

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Quantitative analysis of spelling among primary school pupils revealed that the spelling of primary school pupils was highly variable, but not chaotic. Despite deviations from norms, primary school pupils, probably based on the internal consistency of spelling, attempted to establish uniformity in their spelling by writing the same sounds or their combinations with the same orthographic codes. The theoretical consistency, grounded in spelling conventions, was statistically significantly higher in the essays of older primary school pupils compared to their younger counterparts, suggesting a potential influence of superior cognitive abilities in older children.The analysis confirmed the assumption that spoken language is a primary factor contributing to spelling variations in our primary school children. Its impact is particularly prominent in grades 1–2. Although teachers use corrections to maintain spelling consistency, only one-seventh of primary school children’s spelling remains unaffected by it.It was determined that spoken language alone accounted for spelling variations in one-fifth of primary school pupils. Additionally, one-fifth exhibited a stronger influence from causes other than spoken language, indicating a diverse range of factors affecting spelling. A small portion of primary school children had spelling influenced exclusively by factors unrelated to spoken language.Contrary to common assertions in the public sphere, the data of this research did not support claims of a decline in literacy among schoolchildren. No statistically significant difference was observed in the frequency of words failing to meet norms when comparing the spelling of primary school pupils from the Soviet era to the current period. Current primary school children do not exhibit a significantly higher tendency to write based on spoken language than their counterparts in the Soviet era.

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Research of Reading and Writing in Lithuania: Past, Present and Future

Cited by 3 publications

References 13 publications

The E-Writing Approach to L2 Chinese Instruction: Clarifying Fundamental Principles and Core Concepts

The E-Writing Approach to L2 Chinese Instruction: Clarifying Fundamental Principles and Core Concepts

Simple View of Reading Across the Transition from Kindergarten to Grade 1 in a Transparent Orthography

How much does spoken language affect spelling among primary school pupils? Quantitative research on spelling over the period of 1950–2021

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