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Conference Paper: Data analysis of Chinese characters in primary school corpora of Hong Kong and mainland China: Preliminary theoretical interpretations

TitleData analysis of Chinese characters in primary school corpora of Hong Kong and mainland China: Preliminary theoretical interpretations
Authors
Issue Date2008
PublisherInforma Healthcare. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02699206.asp
Citation
Clinical Linguistics And Phonetics, 2008, v. 22 n. 4-5, p. 379-389 How to Cite?
AbstractMetalinguistic awareness (an awareness about the structure of orthography) had been considered vital for reading acquisition. The awareness of phonological regularity and consistency had been found in advanced readers in recent research. Evidence based on simplified Chinese suggested the effect of semantic transparency on reading in school readers. Studies based on traditional Chinese also reported that reading acquisition, including the development of metalinguistic awareness, is affected by script, properties of characters in school curricula, approaches and strategies of reading training. This paper reports the comparison between corpora of simplified Chinese characters based on primary school textbooks and the updated Hong Kong Corpus of Primary School Chinese (HKCPSC). The proportion of characters in the total curriculum, the ratio of phonetic-semantic compounds, visual complexity (defined by the number of strokes) and the levels of phonetic regularity and semantic transparency of Chinese characters across grades in the two corpora are compared. Two marked differences found are the frequency-weighted proportion of regular characters and the proportion of semantically transparent characters across grades. The relationships between the data and recent findings of reading development in Chinese are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/176250
ISSN
2015 Impact Factor: 0.617
2015 SCImago Journal Rankings: 0.483
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorChung, FHKen_US
dc.contributor.authorLeung, MTen_US
dc.date.accessioned2012-11-26T09:07:56Z-
dc.date.available2012-11-26T09:07:56Z-
dc.date.issued2008en_US
dc.identifier.citationClinical Linguistics And Phonetics, 2008, v. 22 n. 4-5, p. 379-389en_US
dc.identifier.issn0269-9206en_US
dc.identifier.urihttp://hdl.handle.net/10722/176250-
dc.description.abstractMetalinguistic awareness (an awareness about the structure of orthography) had been considered vital for reading acquisition. The awareness of phonological regularity and consistency had been found in advanced readers in recent research. Evidence based on simplified Chinese suggested the effect of semantic transparency on reading in school readers. Studies based on traditional Chinese also reported that reading acquisition, including the development of metalinguistic awareness, is affected by script, properties of characters in school curricula, approaches and strategies of reading training. This paper reports the comparison between corpora of simplified Chinese characters based on primary school textbooks and the updated Hong Kong Corpus of Primary School Chinese (HKCPSC). The proportion of characters in the total curriculum, the ratio of phonetic-semantic compounds, visual complexity (defined by the number of strokes) and the levels of phonetic regularity and semantic transparency of Chinese characters across grades in the two corpora are compared. Two marked differences found are the frequency-weighted proportion of regular characters and the proportion of semantically transparent characters across grades. The relationships between the data and recent findings of reading development in Chinese are discussed.en_US
dc.languageengen_US
dc.publisherInforma Healthcare. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/02699206.aspen_US
dc.relation.ispartofClinical Linguistics and Phoneticsen_US
dc.subject.meshAwarenessen_US
dc.subject.meshChinaen_US
dc.subject.meshCross-Cultural Comparisonen_US
dc.subject.meshDiscrimination Learningen_US
dc.subject.meshHong Kongen_US
dc.subject.meshHumansen_US
dc.subject.meshLanguageen_US
dc.subject.meshLanguage Developmenten_US
dc.subject.meshPattern Recognition, Visualen_US
dc.subject.meshPhoneticsen_US
dc.subject.meshPsycholinguisticsen_US
dc.subject.meshReadingen_US
dc.subject.meshSemanticsen_US
dc.subject.meshVerbal Learningen_US
dc.subject.meshWritingen_US
dc.titleData analysis of Chinese characters in primary school corpora of Hong Kong and mainland China: Preliminary theoretical interpretationsen_US
dc.typeConference_Paperen_US
dc.identifier.emailLeung, MT: mtleung@hkusua.hku.hken_US
dc.identifier.authorityLeung, MT=rp00925en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/02699200701776757en_US
dc.identifier.pmid18415738-
dc.identifier.scopuseid_2-s2.0-42149171778en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-42149171778&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume22en_US
dc.identifier.issue4-5en_US
dc.identifier.spage379en_US
dc.identifier.epage389en_US
dc.identifier.isiWOS:000255415400017-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridChung, FHK=24070165500en_US
dc.identifier.scopusauthoridLeung, MT=7201943346en_US

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