A study on Chinese-character learning strategies and character learning performance among American learners of Chinese
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Ko-Yin Sung,
SUNG Ko-Yin is Assistant Professor of Chinese in the Department of Languages, Philosophy & Speech Communication in the College of Humanities, Arts and Social Sciences at Utah State University. Her research interests include Chinese language teaching and learning, language learning strategies, and technology assisted language learning.
Abstract
This study investigated Chinese-character learning strategies employed by 74 first-year American college learners of Chinese. This study attempted to answer the following research questions: (1) what Chinese-character learning strategies are most frequently used by first-year Chinese language learners?; (2) what are the factors underlying the most frequently used strategies?; and (3) are there any linear trends between the most frequently used strategies and character learning performance?. The results found seven most frequently used strategies. Furthermore, four of these strategies were stroke-orthographic-knowledge-based while the remaining three were phonological-semantics-knowledge-based. The stroke-orthographic-knowledge-based strategies accounted for 6.8% of the learners' character learning performance.
About the author
SUNG Ko-Yin is Assistant Professor of Chinese in the Department of Languages, Philosophy & Speech Communication in the College of Humanities, Arts and Social Sciences at Utah State University. Her research interests include Chinese language teaching and learning, language learning strategies, and technology assisted language learning.
©[2012] by Walter de Gruyter Berlin Boston
Articles in the same Issue
- Masthead
- L2 acquisition of the progressive marker zai in Mandarin Chinese
- A study on Chinese-character learning strategies and character learning performance among American learners of Chinese
- When in China, do as the Chinese do? Learning compliment responding in a study abroad program
- Abstracts of the English papers in Chinese
- 汉语的主观情态和客观情态
- 加拿大大学生汉语语音成功习得策略—兼论语言习得关键期假说
- 汉语教材词语注解中文化因素的呈现
- Abstracts of the Chinese papers in English
- Contributors to this issue
Articles in the same Issue
- Masthead
- L2 acquisition of the progressive marker zai in Mandarin Chinese
- A study on Chinese-character learning strategies and character learning performance among American learners of Chinese
- When in China, do as the Chinese do? Learning compliment responding in a study abroad program
- Abstracts of the English papers in Chinese
- 汉语的主观情态和客观情态
- 加拿大大学生汉语语音成功习得策略—兼论语言习得关键期假说
- 汉语教材词语注解中文化因素的呈现
- Abstracts of the Chinese papers in English
- Contributors to this issue
