Acquiring the structure of a writing system is important in learning to read: a test of the character-word dual-focus approach in learning Chinese as a second language

IF 2.5 1区 文学 Q1 LINGUISTICS
Lin Chen, Yi Xu, Charles Perfetti
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引用次数: 0

Abstract

An important question in literacy education is whether reading instruction should focus on whole words or subword constituents. We tested whether this question captures something general across writing systems by examining the functionalities of words and characters in learning Chinese. We introduce a character-word dual-focus instructional approach based on the Character-Word Dual Function model and test its predictions with American undergraduate students enrolled in a beginner-level Chinese course. One group learned new words through dual-focus instruction: characters for pronunciation and words for meaning. A second group followed typical word-focus instruction prevalent in classrooms, learning word-level pronunciation and meaning. Results indicated that while both approaches produced comparable levels of word pronunciation and meaning learning, the dual-focus instruction significantly enhanced character pronunciation and transfer to new word learning. The advantages of dual-focus instruction highlight the importance of learning the subword components through acquiring the systematic structure of the writing system in learning to read.
习得书写系统的结构对学习阅读是很重要的:作为第二语言的汉语字词双焦点学习方法的测试
识字教育的一个重要问题是,阅读教学应侧重于整词还是次词成分。我们通过考察学习汉语时的单词和字符的功能,来测试这个问题是否涵盖了所有书写系统。本文介绍了一种基于字词双功能模型的字词双焦点教学方法,并以美国本科生为对象对其预测结果进行了测试。一组通过双焦点教学来学习新单词:发音的汉字和意思的单词。第二组遵循典型的以单词为中心的课堂教学,学习单词级别的发音和含义。结果表明,虽然两种方法都能产生相当水平的单词发音和意义学习,但双焦点教学显著提高了汉字发音和向新词学习的转移。双焦点教学的优势突出了通过获取写作系统结构来学习子词成分在学习阅读中的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
8.90
自引率
16.70%
发文量
86
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