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ERIC Number: EJ1038006
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1034-912X
Supporting Orthographic Learning at the Beginning Stage of Learning to Read Chinese as a Second Language
Chang, Li-Yun; Xu, Yi; Perfetti, Charles A.; Zhang, Juan; Chen, Hsueh-Chih
International Journal of Disability, Development and Education, v61 n3 p288-305 2014
Learning to read a second language (L2) is especially challenging when a target L2 requires learning new graphic forms. Learning Chinese, which consists of thousands of characters composed of hundreds of basic writing units, presents such a challenge of orthographic learning for adult English speakers at the beginning stages of learning. In this study, we use an "in vivo" classroom design to extend previous research on how to support orthographic learning. First, we test the hypothesis that learning characters is enhanced by a grouped sequence of characters that share sub-character graphic components. Second, we examine the effects of four encoding methods that have been investigated in laboratory studies--handwriting, visual chunking, passive reading, and stroke-reporting. The results demonstrate that the grouped approach facilitated character production compared with the distributed approach and that visual-chunking outperformed the other three encoding methods under the grouped sequence. We propose that learning via visual chunking with characters grouped by the same chunks enhances the Chinese orthographic representations of beginning L2 learners.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Grant or Contract Numbers: SBE-0836012