To Delay or Not to Delay
The Timing of Chinese Character Instruction for Secondary Learners
Bibliographic Data
| ID | 8937684 |
|---|---|
| Authors | Ellen Knell (0000-0001-7712-304X, Brigham Young University, corresponding author), Hai‐I West (Fairview School District), Hai-I West |
| Year | 2017 |
| Volume | 50 |
| Issue | 3 |
| Pages | 519-532 |
| Publication date | 2017-08-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12281 |
| OpenAlex | W2742384881 |
| Language | EN |
| Citations received | 6 |
| References cited | 22 |
The timing of character instruction for beginning Chinese foreign language learners has been a controversial issue in Chinese language instruction for many decades. Some instructors teach characters early and integrate this learning with oral language; other instructors teach characters only after an oral base has been established. To date, the experimental research on this topic has been conducted exclusively with university students, and it is unknown if results can generalize to a younger demographic with different learning needs and instructional contexts. The purpose of this study was to examine the reading, writing, and oral language skills of beginning‐level middle school students with no Chinese language background who were divided into early and delayed instruction groups. In addition, a questionnaire about the students’ attitudes toward character learning was administered. It was found that the early instruction group performed significantly better than the delayed group on reading comprehension and character writing tests; there were no significant differences between the groups on the oral interview and the oral fluency assessments. The attitudes survey showed no significant differences in character learning attitudes between the early and the delayed groups except in regard to the timing of character instruction. Pedagogical applications are suggested
Character (mathematics · Chinese characters · Comprehension · Fluency · Foreign language · Linguistics · Mathematics education · Reading (process · Reading comprehension · Written language · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Acquisition and Learning
Modeling the relationships among teacher instruction, learner belief, and learning strategies in Chinese character learning by alphabetic learners
A think-aloud method of investigating translanguaging strategies in learning Chinese characters
An examination of Chinese character writing errors
Authors' Response to Stephen Krashen's Letter to the Editor
Early vs. Delayed Introduction of Chinese Characters in Beginning Mandarin Classes
Developmental Relations Between Listening and Reading Comprehension in Young Chinese Language Learners
The Chinese Language
Reading depends on writing, in Chinese
Structured, sequential, multisensory teaching
Student beliefs (or metacognitive knowledge) about SLA reconsidered
Learning beliefs of distance foreign language learners in China
Truly Foreign Languages
Why Learning To Write Chinese Is a Waste of Time
Motivation and Language Learning with Students of Chinese 1
Shall we delay teaching characters in teaching Chinese as a foreign language
Reading, Writing, and Animation in Character Learning in Chinese as a Foreign Language
The Roles of Pinyin Skill in English‐Chinese Biliteracy Learning
Students' and Teachers' Beliefs About Language Learning
Epistemological Beliefs and Language Learning Beliefs
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2017 - 2024 (8) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |