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Chinese as a Second Language Research

Editor-in-Chief: Kecskes, Istvan

Ed. by Peng, Lizhen

2 Issues per year

Online
ISSN
2193-2271
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A study on Chinese-character learning strategies and character learning performance among American learners of Chinese

Assistant Professor Ko-Yin Sung,
Published Online: 2012-11-06 | DOI: https://doi.org/10.1515/caslar-2012-0012

Abstract

This study investigated Chinese-character learning strategies employed by 74 first-year American college learners of Chinese. This study attempted to answer the following research questions: (1) what Chinese-character learning strategies are most frequently used by first-year Chinese language learners?; (2) what are the factors underlying the most frequently used strategies?; and (3) are there any linear trends between the most frequently used strategies and character learning performance?. The results found seven most frequently used strategies. Furthermore, four of these strategies were stroke-orthographic-knowledge-based while the remaining three were phonological-semantics-knowledge-based. The stroke-orthographic-knowledge-based strategies accounted for 6.8% of the learners' character learning performance.

Keywords: Chinese Writing; Chinese-Character Learning Strategies; Chinese-Character Learning Performance

About the article

Assistant Professor Ko-Yin Sung,

SUNG Ko-Yin is Assistant Professor of Chinese in the Department of Languages, Philosophy & Speech Communication in the College of Humanities, Arts and Social Sciences at Utah State University. Her research interests include Chinese language teaching and learning, language learning strategies, and technology assisted language learning.


Published Online: 2012-11-06

Published in Print: 2012-11-13


Citation Information: , Volume 1, Issue 2, Pages 193–210, ISSN (Online) 2193-2271, ISSN (Print) 2193-2263, DOI: https://doi.org/10.1515/caslar-2012-0012.

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©[2012] by Walter de Gruyter Berlin Boston. Copyright Clearance Center

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