Helen Shen
Dados Biográficos
| ID | 5435646 |
|---|---|
| NOME | Helen Shen |
| PRENOMES | Helen |
| SOBRENOME | Shen |
| ASSINATURA | SHEN H |
| AFILIAÇÕES | University of Iowa |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 32 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2003 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2015 |
| ÍNDICE H | 3 |
Active Learning
Active learning emerged as a new approach to learning in the 1980s. The core concept of active learning involves engaging students not only in actively exploring knowledge but also in reflecting on their own learning process in order to become more effective learners. Because the nonalphabetic nature of the Chinese writing system makes learning to read and write Chinese characters extremely time‐consuming for native English speakers, this qualita…
Inequality quantified
Chinese L2 Literacy Development
The field of Chinese L2 education has expanded rapidly in the past two decades. It has become a central research agenda for Chinese L2 scholars to seek answers to the question of how western learners learn to read logographic writing that is drastically different from their native languages in orthography. This paper approaches this question by focusing on the core issue of literacy development: character learning. The discussion covers the aspec…
An Analysis of Word Decision Strategies among Learners of Chinese
This study examines word decision strategies that 40 U.S. college beginning and advanced learners oj Chinese applied during reading. It first compares similarities and differences between the two groups in choosing strategies when making word decisions, then identifies effective word decision strategies from more than a hundred strategies used by learners. Results of the study indicate that although learners use various strategies requiring multi…
An investigation of Chinese-character learning strategies among non-native speakers of chinese
A Comparison of Written Chinese Achievement Among Heritage Learners in Homogeneous and Heterogeneous Groups
This paper examines the effects of grouping practice on written Chinese achievement among heritage learners in college Chinese classes. Subjects were two groups of heritage students: a homogeneous group (heritage students only) and a heterogeneous group (heritage students mixed with nonheritage students). Students' performance in written Chinese was measured by an instructor‐made vocabulary test and the SAT II Chinese Test with Listening. Quantit…
An investigation of Chinese-character learning strategies among non-native speakers of chinese
Active Learning
Active learning emerged as a new approach to learning in the 1980s. The core concept of active learning involves engaging students not only in actively exploring knowledge but also in reflecting on their own learning process in order to become more effective learners. Because the nonalphabetic nature of the Chinese writing system makes learning to read and write Chinese characters extremely time‐consuming for native English speakers, this qualita…
Chinese L2 Literacy Development
The field of Chinese L2 education has expanded rapidly in the past two decades. It has become a central research agenda for Chinese L2 scholars to seek answers to the question of how western learners learn to read logographic writing that is drastically different from their native languages in orthography. This paper approaches this question by focusing on the core issue of literacy development: character learning. The discussion covers the aspec…
A Comparison of Written Chinese Achievement Among Heritage Learners in Homogeneous and Heterogeneous Groups
This paper examines the effects of grouping practice on written Chinese achievement among heritage learners in college Chinese classes. Subjects were two groups of heritage students: a homogeneous group (heritage students only) and a heterogeneous group (heritage students mixed with nonheritage students). Students' performance in written Chinese was measured by an instructor‐made vocabulary test and the SAT II Chinese Test with Listening. Quantit…
An Analysis of Word Decision Strategies among Learners of Chinese
This study examines word decision strategies that 40 U.S. college beginning and advanced learners oj Chinese applied during reading. It first compares similarities and differences between the two groups in choosing strategies when making word decisions, then identifies effective word decision strategies from more than a hundred strategies used by learners. Results of the study indicate that although learners use various strategies requiring multi…
A Comparison of Written Chinese Achievement Among Heritage Learners in Homogeneous and Heterogeneous Groups
This paper examines the effects of grouping practice on written Chinese achievement among heritage learners in college Chinese classes. Subjects were two groups of heritage students: a homogeneous group (heritage students only) and a heterogeneous group (heritage students mixed with nonheritage students). Students' performance in written Chinese was measured by an instructor‐made vocabulary test and the SAT II Chinese Test with Listening. Quantit…
An investigation of Chinese-character learning strategies among non-native speakers of chinese
An Analysis of Word Decision Strategies among Learners of Chinese
This study examines word decision strategies that 40 U.S. college beginning and advanced learners oj Chinese applied during reading. It first compares similarities and differences between the two groups in choosing strategies when making word decisions, then identifies effective word decision strategies from more than a hundred strategies used by learners. Results of the study indicate that although learners use various strategies requiring multi…
Inequality quantified
Chinese L2 Literacy Development
The field of Chinese L2 education has expanded rapidly in the past two decades. It has become a central research agenda for Chinese L2 scholars to seek answers to the question of how western learners learn to read logographic writing that is drastically different from their native languages in orthography. This paper approaches this question by focusing on the core issue of literacy development: character learning. The discussion covers the aspec…
Active Learning
Active learning emerged as a new approach to learning in the 1980s. The core concept of active learning involves engaging students not only in actively exploring knowledge but also in reflecting on their own learning process in order to become more effective learners. Because the nonalphabetic nature of the Chinese writing system makes learning to read and write Chinese characters extremely time‐consuming for native English speakers, this qualita…
Psychology (6 obras) · Linguistics (5 obras) · Computer Science (4 obras) · EFL/ESL Teaching and Learning (4 obras) · Mathematics (3 obras) · Mathematics education (3 obras) · Pedagogy (3 obras) · Artificial Intelligence (2 obras) · Cognition (2 obras) · Language, Metaphor, and Cognition (2 obras)