A Study on the Learning and Teaching of Hanzi-Chinese Characters.

Autor/in	Wang, Shu-han C.
Titel	A Study on the Learning and Teaching of Hanzi-Chinese Characters.
Quelle	In: Working Papers in Educational Linguistics, 14 (1998) 1, S.69-101 (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	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 + Suchen Sie Ihr Suchwort? China; Chinesen; Klassenführung; Fakultät; Hochschullehre; Lehrstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zielsprache; Einführungskurs; Sprachforschung; Language teacher; Sprachunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Phonetik; Fonetik; Fremdsprachenunterricht; Zweitsprachenerwerb; Lehrerverhalten; Training; Transfer; Ausbildung
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)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01