Why Learning To Write Chinese Is a Waste of Time
A Modest Proposal
Datos Bibliográficos
| ID | 8939639 |
|---|---|
| Autores | Joseph R Allen (0000-0003-1119-1992, University of Minnesota, autor de correspondencia) |
| Año | 2008 |
| Volumen | 41 |
| Número | 2 |
| Páginas | 237-251 |
| Fecha de publicación | 2008-06-01 |
| 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/j.1944-9720.2008.tb03291.x |
| OpenAlex | W2018862953 |
| Idioma | EN |
| Citas recibidas | 20 |
| Referencias citadas | 5 |
This article argues that for students of Chinese and Japanese, learning to write Chinese characters (hanzi/kanji) by hand from memory is an inefficient use of resources. Rather, beginning students should focus on character/word recognition (reading) and electronic writing. Although electronic technologies have diminished the usefulness of Chinese character handwriting, its cultural importance remains. This leads to a hegemony of hanzi/kanji through which the assumed primacy of the written language is reinforced. After reviewing these conditions, strategies are offered to integrate handwriting skills with the new electronic writing technologies, creating an efficient and culturally sensitive program of instruction in hanzi/kanji writing. The article concludes with suggestions for further research needed to explore the theses of the essay
Character (mathematics · Chinese characters · Focus (optics · Handwriting · Kanji · Linguistics · Reading (process · Writing system · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Psychology
Translanguaging learning strategies (TLS)
Chinese character recognition and literacy development via a techno-pedagogical pivot
Comparison studies of typing and handwriting in Chinese language learning
Modeling the relationships among teacher instruction, learner belief, and learning strategies in Chinese character learning by alphabetic learners
Impact of stroke order on Chinese spelling in the Vietnamese Chinese as a second language context
Teenage beginners’ perceptions of learning Chinese characters
What Visibilising Pedagogical Approaches do the Chinese as a Foreign Language (cfl) Teachers Adopt in the Teaching of Chinese Characters
Culture Matters for Hanzi Learning Enjoyment and Hanzi Recognition
Understanding Chinese language teachers’ beliefs about themselves and their students in an English context
Scaffolding Chinese as a second language writing through a Systemic Functional Linguistics approach
Teaching Chinese characters in CFL education
Teaching Chinese in K–12 Schools in the United States
Facilitating technology‐based character learning in emergency remote teaching
Relationships between writing, reading, and proficiency in Chinese immersion
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
To Delay or Not to Delay
Orthography‐sound vs. orthography‐meaning mapping in Chinese character learning
Examining secondary–postsecondary articulation of Chinese language programs
Chinese L2 Literacy Development
| Obras citantes distintas | 20 |
|---|---|
| Citas por año | 1,54 |
| Intervalo de citas | 2013 - 2026 (14) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 20 |