Article: The impact of the integrative perceptual approach on the teaching of Chinese characters in a Hong Kong kindergarten

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TitleThe impact of the integrative perceptual approach on the teaching of Chinese characters in a Hong Kong kindergarten
AuthorsLee, MTN1
Tse, SK1
Loh, EKY1
KeywordsChinese characters
Hong Kong
Language context
Life experience
Mental lexicon
Nursery rhymes
Spoken language
Teaching method
Word clusters
Issue Date2011
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03004430.asp
CitationEarly Child Development And Care, 2011, v. 181 n. 5, p. 665-679 [How to Cite?]
DOI: http://dx.doi.org/10.1080/03004431003768006
AbstractThis study investigated the effectiveness of the integrative perceptual approach (IPA) to enhancing Hong Kong kindergarten children's Chinese character learning. The study applied the IPA to an experimental group of 29 lower form (K2) children. A group of 30 upper form children taught via traditional methods the year before, served as the control group. Quantitative data consisted of preand post-test scores, analysed using dependent and independent t-testing. It was found that the pupils in the experimental group had significantly improved their ability between pre- and post-testing in three aspects of Chinese character mastery: shape, sound and meaning recognition. The progress made was significantly superior to that made by control group counterparts. Qualitative data gathered through teacher and parent interviews indicated that the pupils in the experimental group displayed increased awareness of the composition of several components and structures of Chinese characters. © 2011 Taylor & Francis.
ISSN0300-4430
DOIhttp://dx.doi.org/10.1080/03004431003768006
ReferencesReferences in Scopus
DC Field
Value
dc.contributor.authorLee, MTN
dc.contributor.authorTse, SK
dc.contributor.authorLoh, EKY
dc.date.accessioned2011-06-17T09:33:07Z
dc.date.available2011-06-17T09:33:07Z
dc.date.issued2011
dc.description.abstractThis study investigated the effectiveness of the integrative perceptual approach (IPA) to enhancing Hong Kong kindergarten children's Chinese character learning. The study applied the IPA to an experimental group of 29 lower form (K2) children. A group of 30 upper form children taught via traditional methods the year before, served as the control group. Quantitative data consisted of preand post-test scores, analysed using dependent and independent t-testing. It was found that the pupils in the experimental group had significantly improved their ability between pre- and post-testing in three aspects of Chinese character mastery: shape, sound and meaning recognition. The progress made was significantly superior to that made by control group counterparts. Qualitative data gathered through teacher and parent interviews indicated that the pupils in the experimental group displayed increased awareness of the composition of several components and structures of Chinese characters. © 2011 Taylor & Francis.
dc.description.natureLink_to_subscribed_fulltext
dc.identifier.citationEarly Child Development And Care, 2011, v. 181 n. 5, p. 665-679 [How to Cite?]
DOI: http://dx.doi.org/10.1080/03004431003768006
dc.identifier.citeulike9275348
dc.identifier.doihttp://dx.doi.org/10.1080/03004431003768006
dc.identifier.epage679
dc.identifier.hkuros185695
dc.identifier.issn0300-4430
dc.identifier.issue5
dc.identifier.openurl
dc.identifier.scopuseid_2-s2.0-79956112279
dc.identifier.spage665
dc.identifier.urihttp://hdl.handle.net/10722/134601
dc.identifier.volume181
dc.languageeng
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/03004430.asp
dc.publisher.placeUnited Kingdom
dc.relation.ispartofEarly Child Development and Care
dc.relation.referencesReferences in Scopus
dc.subjectChinese characters
dc.subjectHong Kong
dc.subjectLanguage context
dc.subjectLife experience
dc.subjectMental lexicon
dc.subjectNursery rhymes
dc.subjectSpoken language
dc.subjectTeaching method
dc.subjectWord clusters
dc.titleThe impact of the integrative perceptual approach on the teaching of Chinese characters in a Hong Kong kindergarten
dc.typeArticle
Author Affiliations
  1. The University of Hong Kong