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Article: An integrative perceptual approach for teaching Chinese characters

TitleAn integrative perceptual approach for teaching Chinese characters
Authors
KeywordsChinese characters
Integrative perceptual approach
Mental lexicon
Pedagogy
Phenomenographic theory
Structural awareness
Issue Date2007
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277
Citation
Instructional Science, 2007, v. 35 n. 5, p. 375-406 How to Cite?
AbstractThis paper is concerned with an innovative approach to teaching Chinese characters. Traditionally, pupils learn Chinese characters by repeatedly copying them until they can reproduce their form and pronunciation from memory. Most of the characters pupils are required to learn are selected on the basis of their frequency in adult written communications rather in everyday child usage. The process takes many years and is perceived by pupils as laborious and boring. The writers of the paper developed an approach based on the phenomenographic approach to learning and on various pioneering ways of teaching Chinese characters. Learning starts with the pupils' own language and characters are introduced and used in contexts meaningful to the pupil, attention being drawn systematically to structural features, written form and pronunciation. Characters are learnt in relational clusters, similarities and variations among related characters in the clusters being used by teachers to highlight and emphasise crucial aspects of Chinese characters and words. The learning mastered serves as a foundation for subsequent learning. After an in-depth discussion of theory and pedagogy, the writers report an investigation in four primary schools in Hong Kong that yields strong support for the efficacy of the approach. © 2006 Springer Science+Business Media, Inc.
Persistent Identifierhttp://hdl.handle.net/10722/85123
ISSN
2015 Impact Factor: 1.462
2015 SCImago Journal Rankings: 1.418
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorTse, SKen_HK
dc.contributor.authorMarton, Fen_HK
dc.contributor.authorKi, WWen_HK
dc.contributor.authorLoh, EKYen_HK
dc.date.accessioned2010-09-06T09:01:06Z-
dc.date.available2010-09-06T09:01:06Z-
dc.date.issued2007en_HK
dc.identifier.citationInstructional Science, 2007, v. 35 n. 5, p. 375-406en_HK
dc.identifier.issn0020-4277en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85123-
dc.description.abstractThis paper is concerned with an innovative approach to teaching Chinese characters. Traditionally, pupils learn Chinese characters by repeatedly copying them until they can reproduce their form and pronunciation from memory. Most of the characters pupils are required to learn are selected on the basis of their frequency in adult written communications rather in everyday child usage. The process takes many years and is perceived by pupils as laborious and boring. The writers of the paper developed an approach based on the phenomenographic approach to learning and on various pioneering ways of teaching Chinese characters. Learning starts with the pupils' own language and characters are introduced and used in contexts meaningful to the pupil, attention being drawn systematically to structural features, written form and pronunciation. Characters are learnt in relational clusters, similarities and variations among related characters in the clusters being used by teachers to highlight and emphasise crucial aspects of Chinese characters and words. The learning mastered serves as a foundation for subsequent learning. After an in-depth discussion of theory and pedagogy, the writers report an investigation in four primary schools in Hong Kong that yields strong support for the efficacy of the approach. © 2006 Springer Science+Business Media, Inc.en_HK
dc.languageengen_HK
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277en_HK
dc.relation.ispartofInstructional Scienceen_HK
dc.rightsThe original publication is available at www.springerlink.com-
dc.subjectChinese charactersen_HK
dc.subjectIntegrative perceptual approachen_HK
dc.subjectMental lexiconen_HK
dc.subjectPedagogyen_HK
dc.subjectPhenomenographic theoryen_HK
dc.subjectStructural awarenessen_HK
dc.titleAn integrative perceptual approach for teaching Chinese charactersen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0020-4277&volume=35&issue=5&spage=375&epage=406&date=2007&atitle=An+integrative+perceptual+approach+for+teaching+Chinese+charactersen_HK
dc.identifier.emailTse, SK: sktse@hkucc.hku.hken_HK
dc.identifier.emailKi, WW: hraskww@hku.hken_HK
dc.identifier.emailLoh, EKY: ekyloh@hkucc.hku.hken_HK
dc.identifier.authorityTse, SK=rp00964en_HK
dc.identifier.authorityKi, WW=rp00912en_HK
dc.identifier.authorityLoh, EKY=rp01361en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s11251-006-9011-4en_HK
dc.identifier.scopuseid_2-s2.0-34547415948en_HK
dc.identifier.hkuros141180en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-34547415948&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume35en_HK
dc.identifier.issue5en_HK
dc.identifier.spage375en_HK
dc.identifier.epage406en_HK
dc.identifier.isiWOS:000248301100001-
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridTse, SK=7006643153en_HK
dc.identifier.scopusauthoridMarton, F=6603929563en_HK
dc.identifier.scopusauthoridKi, WW=7004446843en_HK
dc.identifier.scopusauthoridLoh, EKY=18037756000en_HK
dc.identifier.citeulike1675411-

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