Reading, Writing, and Animation in Character Learning in Chinese as a Foreign Language
Datos Bibliográficos
| ID | 8937772 |
|---|---|
| Autores | Yi Xu (0000-0002-9555-6145, University of Pittsburgh, autor de correspondencia), Li–Yun Chang (0000-0002-9711-6258, University of Pittsburgh), Juan Zhang (0000-0003-3613-6332, University of Macau), Charles A Perfetti (University of Pittsburgh), Charles Perfetti (0000-0002-0211-8518, University of Pittsburgh) |
| Año | 2013 |
| Volumen | 46 |
| Número | 3 |
| Páginas | 423-444 |
| Fecha de publicación | 2013-09-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Foreign Language Annals (JOURNAL) |
| Identificadores de la revista | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12040 |
| OpenAlex | W1588814368 |
| Idioma | EN |
| Citas recibidas | 19 |
| Referencias citadas | 36 |
Previous studies suggest that writing helps reading development in Chinese in both first and second language settings by enabling higher‐quality orthographic representation of the characters. This study investigated the comparative effectiveness of reading, animation, and writing in developing foreign language learners' orthographic knowledge of Chinese and found that, for learners with existing orthographic knowledge, the three learning conditions facilitated character learning in different ways: Writing and animation both led to better form recognition, while reading produced superior meaning and sound recalls. In addition, the effect of animation in meaning recall was also better than writing. In developing the skill of reproducing characters from memory, writing was superior. Implications for the teaching and learning of Chinese characters are offered
Animation · Character (mathematics · Chinese as a foreign language · Chinese characters · Foreign language · Linguistics · Mathematics education · Meaning (existential · Reading (process · Recall · Writing system · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Contextual Word Learning with Form-Focused and Meaning-Focused Elaboration
Modeling the relationships among teacher instruction, learner belief, and learning strategies in Chinese character learning by alphabetic learners
L2 vocabulary learning with animated aids -Do learner factors affect L2 production with figurative expressions
CFL learners’ real-time processing of Chinese radicals
What regions of Chinese characters are crucial for recognition? A web-based study
Strengthening Writing Ability Among Students Learning Chinese as a Second Language Through Creative Thinking Spiral Teaching Strategy
Influence of stroke-order learning on Chinese character recognition among Chinese as a second language learners
Scaffolding Chinese as a second language writing through a Systemic Functional Linguistics approach
Chinese character instruction online
Epistemic agency, a double-stimulation, and video-based learning
Effects of processing tasks on children's learning of second language words
A translanguaging perspective on medium of instruction in the CFL classroom
To Delay or Not to Delay
Orthography‐sound vs. orthography‐meaning mapping in Chinese character learning
Facilitating technology‐based character learning in emergency remote teaching
Active Learning
Native Chinese‐Speaking K–12 Language Teachers' Beliefs and Practices
Shall we delay teaching characters in teaching Chinese as a foreign language
Air Writing as a Technique for the Acquisition of Sino-Japanese Characters by Second Language Learners
Visible Speech
How Psychological Science Informs the Teaching of Reading
Phonological awareness and visual skills in learning to read Chinese and English
Moving beyond Kučera and Francis
The lexical quality hypothesis
The Lexical Constituency Model
Toward a theory of automatic information processing in reading
Reading Ability
Reading depends on writing, in Chinese
An investigation of Chinese-character learning strategies among non-native speakers of chinese
Why Learning To Write Chinese Is a Waste of Time
The Effect of Imagery-Based Mnemonics on the Long-Term Retention of Chinese Characters
| Obras citantes distintas | 19 |
|---|---|
| Citas por año | 1,46 |
| Intervalo de citas | 2013 - 2026 (14) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 19 |