Journal of Chinese Writing Systems最新文献_第3页

Development of orientation sensitivity to Chinese characters in preschoolers: Evidence from a longitudinal study 学龄前儿童汉字取向敏感性的发展:来自纵向研究的证据

Journal of Chinese Writing Systems Pub Date : 2023-09-01 DOI: 10.1177/25138502231195652

Wenfang Zhang, Su Li

{"title":"Development of orientation sensitivity to Chinese characters in preschoolers: Evidence from a longitudinal study","authors":"Wenfang Zhang, Su Li","doi":"10.1177/25138502231195652","DOIUrl":"https://doi.org/10.1177/25138502231195652","url":null,"abstract":"Recent studies have shown that young children’s orientation sensitivity is correlated with their reading ability. However, the development of orientation sensitivity to Chinese characters with different complexities (e.g., simple characters and compound characters) in preschool children is unknown. To fill this gap, the current three-year longitudinal study aimed to investigate the development of orientation sensitivity to Chinese simple characters and compound characters. A total of 50 Chinese children were first tested at their first kindergarten years (T1: mean age = 3.62 years) and then tested annually on a variety of tasks for three years (T2: mean age = 4.63 years; T3: mean age = 5.58 years). Children’s orientation sensitivity to Chinese characters was assessed using two perceptual-matching tasks. The results showed that the inverted and mirrored orientation sensitivity to Chinese characters demonstrated different developmental trajectories. Specifically, children possessed inverted and mirrored orientation knowledge of Chinese simple characters at the age of 4. They also displayed sensitivity to inverted Chinese compound characters at the age of 5. However, mirrored orientation knowledge of Chinese compound characters did not emerge until the age of 5. These results suggest that children’s inverted orientation knowledge of Chinese characters developed earlier. Moreover, the complexity of Chinese characters affected the development of orientation knowledge of Chinese characters.","PeriodicalId":36639,"journal":{"name":"Journal of Chinese Writing Systems","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134994886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning-skill stories completion: A study on the development of 3–6-year-old children's narratives 学习技巧故事完成:3 - 6岁儿童叙事发展的研究

Journal of Chinese Writing Systems Pub Date : 2023-09-01 DOI: 10.1177/25138502231194097

Rong Li

{"title":"Learning-skill stories completion: A study on the development of 3–6-year-old children's narratives","authors":"Rong Li","doi":"10.1177/25138502231194097","DOIUrl":"https://doi.org/10.1177/25138502231194097","url":null,"abstract":"The development of children's narrative language is an essential part of their language development, which has a unique value to children's future learning and growth. Many research studies focus on children's narrative ability, but few focus on the completion of Chinese children's stories. In this study, 191 Chinese children aged 3–6 years old in the Shanghai area were selected to collect a story corpus by using the international and general completion pictures of learning stories, supplemented with the method of corpus study to explore the characteristics of children's narrative language development in the learning-skill stories. The study found that the development of vocabulary, syntax, and other aspects of 3–6-year-old children showed an apparent upward trend. The variety of words, the types, and the frequency of nouns and adjectives increased with age. Regarding the perspective of syntactic analysis, the critical stage in the development of syntactic length was about 5 years old. The narrative situation of the learning-skill stories could help children to show a better narrative level. At the age of 3–6, the story structure of children's learning-skill stories gradually became complete and three-dimensional with age, and the richness of children's life experiences was an essential factor in promoting the integrity of the story structure. In the Chinese context, reactive sequences and abbreviated episodes were the main types of story structure in children's narration. The narratives of children's learning-skill stories were influenced by Chinese culture.","PeriodicalId":36639,"journal":{"name":"Journal of Chinese Writing Systems","volume":"193 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135248852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The difficulty and challenge in Chinese children’s character reading: An analysis based on Chinese curriculum standards and Chinese character reading research 中国儿童汉字阅读的困难与挑战:基于语文课程标准和汉字阅读研究的分析

Journal of Chinese Writing Systems Pub Date : 2023-09-01 DOI: 10.1177/25138502231197733

Baogen Liu, Kaiyue Wang, Wanqin Wang, Lu Wang, Feifei Li

{"title":"The difficulty and challenge in Chinese children’s character reading: An analysis based on Chinese curriculum standards and Chinese character reading research","authors":"Baogen Liu, Kaiyue Wang, Wanqin Wang, Lu Wang, Feifei Li","doi":"10.1177/25138502231197733","DOIUrl":"https://doi.org/10.1177/25138502231197733","url":null,"abstract":"Chinese character reading is the focus of Chinese teaching in the lower grades of primary school, and it is also a difficult point and challenging problem in the transition from kindergartens (K3) to primary school. To understand the learning slope of children's Chinese character reading in this transition, this study assessed the requirements of Chinese curriculum standards for compulsory education over the years based on the number of Chinese characters being learned by children in the lower grades of primary school. The results showed that the requirement of 1600 Chinese characters was, is, and will be the “should level” required at this stage of education. Comparing it with the levels achieved by children in kindergartens and primary schools in the empirical research from 2005 to 2021, it was found that the slope of children's Chinese character reading was not in the transition between K3 and Grade 1 but rather between Grades 1 and 2. The study proposed that to alleviate the slope in this transition, we should pay more attention to Chinese character teaching in Grade 2, improve the abilities of Grade 2 students’ Chinese character reading, and help them reach the requirements of the curriculum standards, in order to prevent the pressure of Chinese character reading from Grade 2 flooding back into Grade 1, causing parents to worry about their children's Chinese character reading before entering primary school.","PeriodicalId":36639,"journal":{"name":"Journal of Chinese Writing Systems","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134995048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From indoor and outdoor environment to language achievement: The chain mediating role of psychological atmosphere and curriculum implementation 从室内外环境到语言成就:心理氛围与课程实施的连锁中介作用

Journal of Chinese Writing Systems Pub Date : 2023-08-25 DOI: 10.1177/25138502231188391

Lanlan Luo

{"title":"From indoor and outdoor environment to language achievement: The chain mediating role of psychological atmosphere and curriculum implementation","authors":"Lanlan Luo","doi":"10.1177/25138502231188391","DOIUrl":"https://doi.org/10.1177/25138502231188391","url":null,"abstract":"Language acquisition by children depends on the learning environment when they were in kindergarten to some extent. The goals of this study were to find out the impact of the indoor and outdoor environment on children's language development. Structural equation modeling was adopted. Children randomly selected from 270 preschool classes of five provinces in China were recruited in this study (1642 children aged between 36 and 72 months). We concluded that language achievement of children cannot be directly predicted by indoor and outdoor facilities and play materials, and an intermediate transmission pathway was needed. As an intermediary variable, the curriculum implementation partially mediated the influence of the indoor learning center on children's language achievement. The psychological atmosphere and curriculum implementation have a chain mediation effect between indoor and outdoor facilities and play material quality and childhood language achievement, and the influence effect of indoors was different from that of outdoors. In terms of the influence of indoor learning center planning and play materials, the effect on children's language achievement accounted for 61.5%, while when it came to that of outdoor learning center facilities and equipment, it was 60.7%. This indicated that the impact of the indoor and outdoor environment on children's language development could not be ignored. The indoor environment was more dependent than the outdoor environment on the chain role played by class curriculum implementation, psychological atmosphere and curriculum implementation quality. Therefore, teachers should create a positive psychological atmosphere, organically combine the curriculum implementation with environmental planning and material delivery, cultivate a prepared language environment for children and support their active learning and development.","PeriodicalId":36639,"journal":{"name":"Journal of Chinese Writing Systems","volume":"33 1","pages":"173 - 187"},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76516705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A cognition perspective revisit on teaching of pictophonetic characters: A case study on the new HSK level 3 common verbs 认识视角下的形声字教学重审——以新HSK三级常用动词为例

Journal of Chinese Writing Systems Pub Date : 2023-06-01 DOI: 10.1177/25138502231173723

Yafen Liu

{"title":"A cognition perspective revisit on teaching of pictophonetic characters: A case study on the new HSK level 3 common verbs","authors":"Yafen Liu","doi":"10.1177/25138502231173723","DOIUrl":"https://doi.org/10.1177/25138502231173723","url":null,"abstract":"This article discusses the teaching of Chinese characters’ pictophonetic characters from a cognitive perspective. First of all, it clearly explains the characteristics of pictophonetic characters, meaning components are used as expressing categories, and sound components express sound and meaning at the same time. It also discusses the combination of pictophonetic characters in the square character space. Secondly, it introduces the main literacy methods of Chinese character teaching at present, and uses the image teaching method and the assortment method among them. Then, on the basis of the previous knowledge, the “conceptual integration theory” (conceptual integration) is used to integrate the sound and meaning of pictophonetic characters with the shape of the characters. After that, it compares the common core pictophonetic verbs in the new Chinese Proficiency Test Syllabus (Level 3) (also known as the Chinese Proficiency Test) with the Contemporary Corpus (COCT, National Institute of Education, Taiwan), and selects the overlapping items. Among them, 22 Chinese characters conform to the core verb vocabulary of the new HSK (Level 3). There are 13 core verb pictophonetic characters suitable for “positive cognition” teaching. This article first introduces five examples of the strongest phonetic association: standing zhàn (standing), staying zhù (live), singing gē (song), singing chàng (singing) and discussing/discussing yì (discussion). Lastly it deliberates conceptual integration theory, analyzing its rationale, reconstructing and demonstrating its diversified literacy teaching methods.","PeriodicalId":36639,"journal":{"name":"Journal of Chinese Writing Systems","volume":"2 1","pages":"128 - 146"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87923164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The nature of the non-Chinese writings discovered in Southern China 在中国南方发现的非汉语文字的性质

Journal of Chinese Writing Systems Pub Date : 2023-06-01 DOI: 10.1177/25138502231170281

Bojun Sun

{"title":"The nature of the non-Chinese writings discovered in Southern China","authors":"Bojun Sun","doi":"10.1177/25138502231170281","DOIUrl":"https://doi.org/10.1177/25138502231170281","url":null,"abstract":"Several non-Chinese writings have been discovered in Southern China, including the Poya Songbook, the Babao Songbook, and the Pumo script of Puyai, which are usually called “living fossils” because they show a primitive stage of writing significantly different from the mature scripts in their form and the precision of recording language. The present article intends to demonstrate that these writings belong to the system of mnemonic symbols like Lesui script. As living fossils of scripts, they provide important samples for understanding their origin, showing the evolution from early writing forms to mature scripts. The most remarkable feature of the graphs is that they are merely symbols for the purpose of inspiring the reader to recall the speech that is already memorized, and not for the purpose of recording any details of language. There are three important reasons for defining them as scripts: (1) they are perfect in shape, in sound, and in meaning, which accord with the nature of scripts; (2) they are auxiliary tools for transmitting information as the mature scripts; and (3) they are the germination and predecessor of mature scripts and show an evolutionary relationship with them. At the same time, the differences between mnemonic symbols and mature scripts in their appearance and social properties are discussed, namely, mnemonic symbols are based on visual images, while mature scripts are audio-visual symbols based on language communication. The mnemonic symbols are hardly conventional or universal, but rather esoteric writings.","PeriodicalId":36639,"journal":{"name":"Journal of Chinese Writing Systems","volume":"32 1","pages":"79 - 85"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79232352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparative analysis of teaching content of high school Chinese textbooks in South Korea: Focused on phonology, morphology, syntax, Chinese characters and pragmatics 韩国高中语文教材教学内容比较分析:以音韵学、词法、句法、汉字、语用学为重点

Journal of Chinese Writing Systems Pub Date : 2023-05-12 DOI: 10.1177/25138502231170279

Eunyoung Jang, Heung Soo Park

{"title":"Comparative analysis of teaching content of high school Chinese textbooks in South Korea: Focused on phonology, morphology, syntax, Chinese characters and pragmatics","authors":"Eunyoung Jang, Heung Soo Park","doi":"10.1177/25138502231170279","DOIUrl":"https://doi.org/10.1177/25138502231170279","url":null,"abstract":"This study attempted to examine the characteristics of current high school Chinese textbooks by comparing and analyzing the educational content of 11 Chinese textbooks by linguistic element. Specifically, the 11 textbooks were compared based on their educational contents on linguistic elements such as phonetics, vocabulary, grammar, Chinese characters and culture, and organized by their unique characteristics. With respect to vocabulary education in particular, the percentage of basic vocabulary in the 11 textbooks varied from 64% to 86%, but, in general, all textbooks included more than two-thirds of basic vocabulary. Additionally, they utilized various teaching methods to teach vocabulary, and actively used real-life activities or games that piqued students’ interest. With respect to grammar education, they generally all covered the contents suggested in the 2015 revised curriculum, but there was a lack of diversity in teaching and learning methods and the need to plan new teaching methods that would keep students engaged. Lastly, some textbooks introduced the Chinese language and China in general in relation to linked subjects; these connections can help students to develop a deeper and broader understanding of China and the Chinese language and is in line with the goal of fostering creative convergence talents outlined in the 2015 revised curriculum. Moving forward, various teaching and learning methods should be designed to keep students interested and engaged in China and learning the Chinese language.","PeriodicalId":36639,"journal":{"name":"Journal of Chinese Writing Systems","volume":"42 1","pages":"112 - 127"},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80821975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Euphonic changes in songs included in Seonmun Yeomsongjip (禪門拈頌集) in Goryeo dynasty 高丽时代《宣门玄颂集》中歌曲的音韵变化

Journal of Chinese Writing Systems Pub Date : 2023-03-31 DOI: 10.1177/25138502231164449

Jiyoung Lee

引用次数: 0

A study on the relationship between the period of oracle bone inscriptions and the development of character forms 甲骨文时代与文字形态发展的关系研究

Journal of Chinese Writing Systems Pub Date : 2023-03-27 DOI: 10.1177/25138502231159434

Hyeok-Soo Kim

引用次数: 0

Concept and selection criteria for Korean Gukja (國字) 韩国国子的概念和选择标准

Journal of Chinese Writing Systems Pub Date : 2023-03-13 DOI: 10.1177/25138502231159435

Eunhee Kim

引用次数: 0