Effective Learning Strategies for the Recognition of Characters and Words by Learners of Chinese with Varying Proficiency in Different Learning Environments
The present study gauges effective strategies for recognizing characters and words by learners of Chinese as a foreign language. Besides answering background questions, 203 participants completed a questionnaire, a vocabulary recognition test, and a vocabulary checklist. The vocabulary test was foun...
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| Format: | Article |
| Language: | English |
| Published: |
National Council of Less Commonly Taught Languages
2016-10-01
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| Series: | Journal of the National Council of Less Commonly Taught Languages |
| Online Access: | http://www.ncolctl.org/files/jncolctl-vol-20/Effective%20Learning%20Strategies%20forthe%20Recognition%20of%20Characters%20and%20Words%20by%20Learners%20of%20Chinese%20with%20Varying%20Proficiency%20in%20Different%20Learning%20Environments.pdf |
| _version_ | 1819057733759926272 |
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| author | Jing Wang Robert B. Harris |
| author_facet | Jing Wang Robert B. Harris |
| author_sort | Jing Wang |
| collection | DOAJ |
| description | The present study gauges effective strategies for recognizing characters and words by learners of Chinese as a foreign language. Besides answering background questions, 203 participants completed a questionnaire, a vocabulary recognition test, and a vocabulary checklist. The vocabulary test was found to be valid and reliable, and six categories of learning strategies were generated from the questionnaire. With the two background variables of language proficiency and language environment (studying abroad versus studying at home), the six strategy categories explained 48% of the variance in vocabulary recognition. Specifically, “frequent meaningful interaction with characters and words” positively predicted vocabulary recognition, whereas “focusing on character orthography” and “focusing on character pronunciation” negatively predicted it.
The individual strategy of typing characters positively predicted vocabulary recognition, whereas using Pinyin to help remember pronunciation negatively predicted it. Pinyin can facilitate vocabulary recognition through typing characters yet may hinder it if excessively relying on Pinyin for pronunciation. |
| first_indexed | 2024-12-21T13:44:00Z |
| format | Article |
| id | doaj.art-fac040b41da54d8fa2f91f6bf055d033 |
| institution | Directory Open Access Journal |
| issn | 1930-9031 1930-9031 |
| language | English |
| last_indexed | 2024-12-21T13:44:00Z |
| publishDate | 2016-10-01 |
| publisher | National Council of Less Commonly Taught Languages |
| record_format | Article |
| series | Journal of the National Council of Less Commonly Taught Languages |
| spelling | doaj.art-fac040b41da54d8fa2f91f6bf055d0332022-12-21T19:01:57ZengNational Council of Less Commonly Taught LanguagesJournal of the National Council of Less Commonly Taught Languages1930-90311930-90312016-10-0120Effective Learning Strategies for the Recognition of Characters and Words by Learners of Chinese with Varying Proficiency in Different Learning EnvironmentsJing Wang0Robert B. Harris1Indiana University-Purdue University, IndianapolisIndiana University-Purdue University, IndianapolisThe present study gauges effective strategies for recognizing characters and words by learners of Chinese as a foreign language. Besides answering background questions, 203 participants completed a questionnaire, a vocabulary recognition test, and a vocabulary checklist. The vocabulary test was found to be valid and reliable, and six categories of learning strategies were generated from the questionnaire. With the two background variables of language proficiency and language environment (studying abroad versus studying at home), the six strategy categories explained 48% of the variance in vocabulary recognition. Specifically, “frequent meaningful interaction with characters and words” positively predicted vocabulary recognition, whereas “focusing on character orthography” and “focusing on character pronunciation” negatively predicted it. The individual strategy of typing characters positively predicted vocabulary recognition, whereas using Pinyin to help remember pronunciation negatively predicted it. Pinyin can facilitate vocabulary recognition through typing characters yet may hinder it if excessively relying on Pinyin for pronunciation.http://www.ncolctl.org/files/jncolctl-vol-20/Effective%20Learning%20Strategies%20forthe%20Recognition%20of%20Characters%20and%20Words%20by%20Learners%20of%20Chinese%20with%20Varying%20Proficiency%20in%20Different%20Learning%20Environments.pdf |
| spellingShingle | Jing Wang Robert B. Harris Effective Learning Strategies for the Recognition of Characters and Words by Learners of Chinese with Varying Proficiency in Different Learning Environments Journal of the National Council of Less Commonly Taught Languages |
| title | Effective Learning Strategies for the Recognition of Characters and Words by Learners of Chinese with Varying Proficiency in Different Learning Environments |
| title_full | Effective Learning Strategies for the Recognition of Characters and Words by Learners of Chinese with Varying Proficiency in Different Learning Environments |
| title_fullStr | Effective Learning Strategies for the Recognition of Characters and Words by Learners of Chinese with Varying Proficiency in Different Learning Environments |
| title_full_unstemmed | Effective Learning Strategies for the Recognition of Characters and Words by Learners of Chinese with Varying Proficiency in Different Learning Environments |
| title_short | Effective Learning Strategies for the Recognition of Characters and Words by Learners of Chinese with Varying Proficiency in Different Learning Environments |
| title_sort | effective learning strategies for the recognition of characters and words by learners of chinese with varying proficiency in different learning environments |
| url | http://www.ncolctl.org/files/jncolctl-vol-20/Effective%20Learning%20Strategies%20forthe%20Recognition%20of%20Characters%20and%20Words%20by%20Learners%20of%20Chinese%20with%20Varying%20Proficiency%20in%20Different%20Learning%20Environments.pdf |
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