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Article: Structural awareness, variation theory and ICT support

TitleStructural awareness, variation theory and ICT support
Authors
KeywordsChinese character learning
Computer-assisted language learning
Metalinguistic awareness
Structural awareness
Variation theory of learning
Issue Date2003
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1567-6617
Citation
L1-Educational Studies In Language And Literature, 2003, v. 3 n. 1-2, p. 53-78 How to Cite?
AbstractTo be literate in Chinese, one needs to learn over a thousand Chinese characters. This is obviously a challenging task for young learners. Psychological and developmental studies have provided evidence that awareness of structural regularities among the characters is important for its learning. Yet how this structural awareness can be enhanced in instruction is still not clear. Some worry that any explicit instruction about structures might actually increase the cognitive burden of the young learners, as they might be asked to think analytically about the characters, or to learn a meta-language that describes the structural principles underlying Chinese character composition. This paper discusses the nature of structural awareness in light of Gurtwitsch's general theory of awareness [Gurwitsch, A. (1964). The Field of consciousness. Pittsburgh: Duguesne University Press] and the theory of variation by Marton and S. Booth [(1997) Learning and awareness. Mahwah, New Jersey: Lawrence Erlbaum] and F. Marton and A. Tsui [(in press) Classroom discourse and the spacing of learning. Mahwah, New Jersey: Lawrence Erlbaum], and proposes how the awareness of Chinese character structures can be developed through experiencing systemic variations among related instances. It discusses how information and communication technologies can be used to provide useful support for this purpose. These ideas are implemented in a school-university collaboration project in Hong Kong and anecdotal evidence supports the conjecture of the authors. The structural awareness instruction can also be embedded naturally into meaningful language learning contexts to form an integrative model of teaching that is well received by teachers and students. The instruction does not appear to impose any additional cognitive load on the students. On the contrary, learners' interest and sensitivity in picking up the structural features of Chinese characters increases. © 2003 Kluwer Academic Publishers.
Persistent Identifierhttp://hdl.handle.net/10722/85155
ISSN
2015 SCImago Journal Rankings: 0.221
References

 

DC FieldValueLanguage
dc.contributor.authorKi, WWen_HK
dc.contributor.authorLam, HCen_HK
dc.contributor.authorLingSung Chung, Aen_HK
dc.contributor.authorTse, SKen_HK
dc.contributor.authorKo, PYen_HK
dc.contributor.authorChungChee Lau, Een_HK
dc.contributor.authorWaiYi Chou, Pen_HK
dc.contributor.authorChiYin Lai, Aen_HK
dc.contributor.authorMingSum Lai, Sen_HK
dc.date.accessioned2010-09-06T09:01:28Z-
dc.date.available2010-09-06T09:01:28Z-
dc.date.issued2003en_HK
dc.identifier.citationL1-Educational Studies In Language And Literature, 2003, v. 3 n. 1-2, p. 53-78en_HK
dc.identifier.issn1567-6617en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85155-
dc.description.abstractTo be literate in Chinese, one needs to learn over a thousand Chinese characters. This is obviously a challenging task for young learners. Psychological and developmental studies have provided evidence that awareness of structural regularities among the characters is important for its learning. Yet how this structural awareness can be enhanced in instruction is still not clear. Some worry that any explicit instruction about structures might actually increase the cognitive burden of the young learners, as they might be asked to think analytically about the characters, or to learn a meta-language that describes the structural principles underlying Chinese character composition. This paper discusses the nature of structural awareness in light of Gurtwitsch's general theory of awareness [Gurwitsch, A. (1964). The Field of consciousness. Pittsburgh: Duguesne University Press] and the theory of variation by Marton and S. Booth [(1997) Learning and awareness. Mahwah, New Jersey: Lawrence Erlbaum] and F. Marton and A. Tsui [(in press) Classroom discourse and the spacing of learning. Mahwah, New Jersey: Lawrence Erlbaum], and proposes how the awareness of Chinese character structures can be developed through experiencing systemic variations among related instances. It discusses how information and communication technologies can be used to provide useful support for this purpose. These ideas are implemented in a school-university collaboration project in Hong Kong and anecdotal evidence supports the conjecture of the authors. The structural awareness instruction can also be embedded naturally into meaningful language learning contexts to form an integrative model of teaching that is well received by teachers and students. The instruction does not appear to impose any additional cognitive load on the students. On the contrary, learners' interest and sensitivity in picking up the structural features of Chinese characters increases. © 2003 Kluwer Academic Publishers.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=1567-6617en_HK
dc.relation.ispartofL1-Educational Studies in Language and Literatureen_HK
dc.subjectChinese character learningen_HK
dc.subjectComputer-assisted language learningen_HK
dc.subjectMetalinguistic awarenessen_HK
dc.subjectStructural awarenessen_HK
dc.subjectVariation theory of learningen_HK
dc.titleStructural awareness, variation theory and ICT supporten_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1573-1731&volume=3&issue=1&spage=26pp&epage=&date=2003&atitle=Structural+Awareness,+Variation+Theory+and+ICT+Supporten_HK
dc.identifier.emailKi, WW: hraskww@hku.hken_HK
dc.identifier.emailTse, SK: sktse@hkucc.hku.hken_HK
dc.identifier.authorityKi, WW=rp00912en_HK
dc.identifier.authorityTse, SK=rp00964en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1023/A:1024568323267-
dc.identifier.scopuseid_2-s2.0-3042749530en_HK
dc.identifier.hkuros77671en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-3042749530&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume3en_HK
dc.identifier.issue1-2en_HK
dc.identifier.spage53en_HK
dc.identifier.epage78en_HK
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridKi, WW=7004446843en_HK
dc.identifier.scopusauthoridLam, HC=7202774965en_HK
dc.identifier.scopusauthoridLingSung Chung, A=35765554200en_HK
dc.identifier.scopusauthoridTse, SK=7006643153en_HK
dc.identifier.scopusauthoridKo, PY=7102478125en_HK
dc.identifier.scopusauthoridChungChee Lau, E=35765190600en_HK
dc.identifier.scopusauthoridWaiYi Chou, P=35765936100en_HK
dc.identifier.scopusauthoridChiYin Lai, A=35765269400en_HK
dc.identifier.scopusauthoridMingSum Lai, S=35765382100en_HK

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