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Article: The effectiveness of guided inductive instruction and deductive instruction on semantic radical development in Chinese character processing
Title | The effectiveness of guided inductive instruction and deductive instruction on semantic radical development in Chinese character processing |
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Authors | |
Keywords | Chinese character acquisition deductive instruction and guided inductive instruction teaching Chinese as a second language |
Issue Date | 2020 |
Publisher | Sage Publications Ltd. The Journal's web site is located at http://ltr.sagepub.com |
Citation | Language Teaching Research, 2020, v. 24 n. 4, p. 496-518 How to Cite? |
Abstract | This study compared the effectiveness of deductive instruction and guided inductive instruction for developing semantic radical knowledge of Chinese characters. The evaluation was conducted through a quasi-experimental 3-week intervention involving 46 intermediate learners of Chinese as a foreign language (CFL). The results indicated that guided inductive instruction generated significantly greater gains in learners’ use of radical information for radical form-meaning mapping and for Chinese character recognition and inferencing. This study further found that the effectiveness of inductive instruction in strengthening radical form-meaning mapping varied for semantic radicals of different complexity levels. These findings suggest that instructors should apply guided induction in teaching semantic radicals, but also be flexible in varying instruction in response to the complexity of semantic radicals. The findings suggest that the inductive-deductive nature of instruction and the complexity of semantic radicals are important variables to consider in future research on the learning and instruction of Chinese characters. |
Persistent Identifier | http://hdl.handle.net/10722/278291 |
ISSN | 2023 Impact Factor: 3.3 2023 SCImago Journal Rankings: 1.738 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Lai, C | - |
dc.contributor.author | QI, X | - |
dc.contributor.author | Lu, C | - |
dc.contributor.author | LYU, B | - |
dc.date.accessioned | 2019-10-04T08:11:10Z | - |
dc.date.available | 2019-10-04T08:11:10Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Language Teaching Research, 2020, v. 24 n. 4, p. 496-518 | - |
dc.identifier.issn | 1362-1688 | - |
dc.identifier.uri | http://hdl.handle.net/10722/278291 | - |
dc.description.abstract | This study compared the effectiveness of deductive instruction and guided inductive instruction for developing semantic radical knowledge of Chinese characters. The evaluation was conducted through a quasi-experimental 3-week intervention involving 46 intermediate learners of Chinese as a foreign language (CFL). The results indicated that guided inductive instruction generated significantly greater gains in learners’ use of radical information for radical form-meaning mapping and for Chinese character recognition and inferencing. This study further found that the effectiveness of inductive instruction in strengthening radical form-meaning mapping varied for semantic radicals of different complexity levels. These findings suggest that instructors should apply guided induction in teaching semantic radicals, but also be flexible in varying instruction in response to the complexity of semantic radicals. The findings suggest that the inductive-deductive nature of instruction and the complexity of semantic radicals are important variables to consider in future research on the learning and instruction of Chinese characters. | - |
dc.language | eng | - |
dc.publisher | Sage Publications Ltd. The Journal's web site is located at http://ltr.sagepub.com | - |
dc.relation.ispartof | Language Teaching Research | - |
dc.rights | Author(s), Contribution Title, Journal Title (Journal Volume Number and Issue Number) pp. xx-xx. Copyright © [year] (Copyright Holder). DOI: [DOI number]. | - |
dc.subject | Chinese character acquisition | - |
dc.subject | deductive instruction and guided inductive instruction | - |
dc.subject | teaching Chinese as a second language | - |
dc.title | The effectiveness of guided inductive instruction and deductive instruction on semantic radical development in Chinese character processing | - |
dc.type | Article | - |
dc.identifier.email | Lai, C: laichun@hku.hk | - |
dc.identifier.authority | Lai, C=rp00916 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1177/1362168818805265 | - |
dc.identifier.scopus | eid_2-s2.0-85058864920 | - |
dc.identifier.hkuros | 306564 | - |
dc.identifier.volume | 24 | - |
dc.identifier.issue | 4 | - |
dc.identifier.spage | 496 | - |
dc.identifier.epage | 518 | - |
dc.identifier.isi | WOS:000551176900006 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 1362-1688 | - |