- Sound has no connection the formation of characters.
- Characters provide no visual cues for word segmentation.
- For learning, students are challenged with the difficulties.
- Cognitive restructuring: no sound to spelling correspondence.
- Meaning shaped connections, however, are present.
- Four tones.
- Multiple meanings. Free morphemes.
- Logographic writing and multiple strokes ( 1-36).
- Negative transfer from the first language.
- Find similar sound from the first language: use pinyin. Phonology.
- Look for word meaning from the first language, semantics.
- Insensitive to strokes and configurations. Grapheme.
- Implication for teaching: be patient, be aware of students' learning problems, do not overload their short-term memory
- The cognitive characteristics of Chinese character/word processing:
- Three-stage lexical access model (Shen, 2008)
- Word processing: word recognition, word segmentation, lexical access
- Interactive-Activation Model (Taft, 1985, Taft & Zhu, 1995, 1997, 1999): Word-level processing, character level processing, radical level processing
- Three types of radicals: semantic radicals (denote the meaning in compound characters), phonetic radical (signify the pronunciation in compound characters), perceptual radicals (perceptual unit serves no phonetic or semantic function)
- Identification-with-phonology (Perfetti & Tan, 1998, 1999): Middle = zhong
- Context dependent model (Chen 1992, 1999)
How do these theories inform our teaching:
The teaching methods should enable stduetns to learn and priactie character/words in three modes:
- De-contextualized
- Semi-contextualized mode
- Contextualized mode
Decontextualized mode: introduce or practice characters' words separated from a context
- Master sound, shape, meaning of individual character word - Kaiyun Middle School, Paramus, New Jersey, 1-7, Catherine Fillebrown. Illustrate each character explaining the meaning, like the farmer in "wo".
- Establish mentional connection between sound-shape-meaning (Tasi bushou) (Xiaona Kindergarten)
- Establish connection between radical and character (Lisha bushoupinz)
- Develop character/word network (liking all of the dian or electricity combos, etc.)
Semi-contextualized mode: characters words to linked to phrases and sentences which are maeningful to learners
- Build a connection between word - phrase - sentence (xiawu, zaosheng, etc.)
- Understand how character/word are used in a simple context
- Understand the multiple meanings of individual words and subtle difference of synonyms
- Understand the semantic connections between words
Contextualized mode: Introduce/practice/use words in a simulated or real life communicative situation
- Help student understand the scope, appropriateness of using words in a complex situation.
- Use a mind map or word map to draw connections. Edraw mindmap.
Review new character/word.
Character/word study at different levels.
Conclusion.
Fist language transfer linguistic features, cognitive characteristics, three lenring modes, connetion between four skills, meaningfull learning, character/word all centered around instructional design.
Learning 100 chinese radicals. textbook.
www.long.wiki.net
U of Iowa
http://collections.uiowas.edu/chinese/
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