Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters

Date
2013-02-01
Authors
Chen, Hsueh-Chih
Hsu, Chih-Chun
Chang, Li-Yun
Lin, Yu-Chi
Chang, Kuo-En
Sung, Yao-Ting
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University of Hawaii National Foreign Language Resource Center
Michigan State University Center for Language Education and Research
Volume
17
Number/Issue
1
Starting Page
89
Ending Page
106
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Abstract
The present study is aimed at investigating the effect of a radical-derived Chinese character teaching strategy on enhancing Chinese as a Foreign Language (CFL) learners’ Chinese orthographic awareness. An e-learning teaching platform, based on statistical data from the Chinese Orthography Database Explorer (Chen, Chang, L.Y., Chou, Sung, & Chang, K.E., 2011), was established and used as an auxiliary teaching tool. A nonequivalent pretest-posttest quasi-experiment was conducted, with 129 Chinese-American CFL learners as participants (69 people in the experimental group and 60 people in the comparison group), to examine the effectiveness of the e-learning platform. After a three-week course—involving instruction on Chinese orthographic knowledge and at least seven phonetic/semantic radicals and their derivative characters per week—the experimental group performed significantly better than the comparison group on a phonetic radical awareness test, a semantic radical awareness test, as well as an orthography knowledge test.
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Keywords
Chinese as a Foreign Language (CFL), Chinese Orthographic Awareness, Radical-Derived Character Instructional Method, Phonetic/Semantic Radicals
Citation
Chen, H.-C., Hsu, C.-C., Chang, L.-Y., Lin, Y.-C., Chang, K.-E., & Sung, Y.-T. (2013). Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters. Language Learning & Technology, 17(1), 89–106. http://dx.doi.org/10125/24511
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18 pages
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