Analyzing graphic structure of phono-semantic characters: A Vietnamese method of teaching and learning Chinese characters

2020 ◽  
pp. 251385022094539
Author(s):  
Trọng-Dương Trần
Keyword(s):  
Teaching And Learning ◽  
Good Method ◽  
Experimental Results ◽  
Chinese Script ◽  
Chinese Characters ◽  
Learning And Teaching ◽  
The Relationship ◽  
Teaching Chinese

From the perspective of graphological structure, this article examines Vietnamese methods of teaching and learning Chinese characters by analyzing their phonetic and semantic elements. The selected sample for the survey is taken from characters collected from Thiều Chửu’s Dictionary of Chinese Script with Sino-Vietnamese Reading—the most useful dictionary in Vietnam in nearly 100 years. The resulting statistics reveal that, out of the 14,950 characters in this dictionary, there are 931 phonetic elements in which 455 are strong ones, producing 10–20 phono-semantic characters. This article argues that analyzing the relationship between the characters and their phonetic elements read in Sino-Vietnamese pronunciation is a good method for Vietnamese people to teach and learn Chinese characters. The method of learning Chinese characters has been applied in teaching Chinese characters for more than 1000 monks and nuns at the Vietnam Buddhist Academy in Hanoi. The experimental results show that students were able to improve their vocabulary very quickly, and could apply this to learning and teaching Chinese characters.

Analyzing graphic structure of phono-semantic characters: A Vietnamese method of teaching and learning Chinese characters

2021 ◽  
Vol 5 (2) ◽  
pp. 135-143
Author(s):  
Trọng-Dương Trần
Keyword(s):  
Teaching And Learning ◽  
Good Method ◽  
Experimental Results ◽  
Chinese Script ◽  
Chinese Characters ◽  
Learning And Teaching ◽  
The Relationship ◽  
Teaching Chinese

From the perspective of graphological structure, this article examines Vietnamese methods of teaching and learning Chinese characters by analyzing their phonetic and semantic elements. The selected sample for the survey is taken from characters collected from Thiều Chửu’s Dictionary of Chinese Script with Sino-Vietnamese Reading—the most useful dictionary in Vietnam in nearly 100 years. The resulting statistics reveal that, out of the 14,950 characters in this dictionary, there are 931 phonetic elements in which 455 are strong ones, producing 10–20 phono-semantic characters. This article argues that analyzing the relationship between the characters and their phonetic elements read in Sino-Vietnamese pronunciation is a good method for Vietnamese people to teach and learn Chinese characters. The method of learning Chinese characters has been applied in teaching Chinese characters for more than 1000 monks and nuns at the Vietnam Buddhist Academy in Hanoi. The experimental results show that students were able to improve their vocabulary very quickly, and could apply this to learning and teaching Chinese characters.

scholarly journals ISU DAN MASALAH PEMBELAJARAN DAN PEMUDAHCARAAN MENGENALI AKSARA CINA DI SEKOLAH RENDAH JENIS KEBANGSAAN CINA KUCHING [ISSUES AND PROBLEMS IN LEARNING AND TEACHING CHINESE CHARACTERS AT CHINESE VERNACULAR PRIMARY SCHOOLS KUCHING]

2020 ◽  
pp. 40-52
Author(s):  
CHIN HUAT YAP ◽  
GUAT PENG NGOI
Keyword(s):  
Character Recognition ◽  
Primary Schools ◽  
Chinese Character ◽  
Structured Interview ◽  
Language Teachers ◽  
Chinese Characters ◽  
Learning And Teaching ◽  
Chinese Character Recognition ◽  
Chinese Language Teachers ◽  
Teaching Chinese

This report is part of a study on the development of Chinese character recognition modules. This report focus in the issues and problems in the learning and teaching of Chinese characters among Chinese students and teachers in Chinese vernacular primary schools, Kuching. The purposive sampling is conducted in the selection of seven first-level Chinese language teachers. Data collected using a semi-structured interview and analyzed using keyword thematic techniques. Some of the identified issues in relation to student’s learning are: (1) Unable to recognize the form of characters and meaning of Chinese characters effectively, and (2) Unable to write Chinese characters correctly. While the issues generated in relation to teacher’s teaching are: (1) No emphasis in recognizing and acquisition of the Chinese characters during learning and teaching, and (2) Lack of awareness of the teaching approaches according to the characteristics of Chinese characters. The findings indicated that further studies related to the development of Chinese character recognition modules, reviews of Chinese characters learning in textbooks, the use of appropriate and effective methods to aquire Chinese characters are greatly needed to ensure the quality of the learning and teaching Chinese.

scholarly journals New literacies in language learning and teaching: Selected papers from EUROCALL 2003

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 1-3
Author(s):  
LIAM MURRAY
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
New Literacies ◽  
Research Area ◽  
Learning And Teaching ◽  
Traditional Language ◽  
Technological Developments ◽  
Important Research Area ◽  
The Relationship ◽  
Selection Of

Contained within this issue is a selection of papers presented at the 2003 annual EUROCALL Conference, hosted during September in Limerick, Ireland. This was the second time that Ireland had the privilege of welcoming EUROCALLers, the first being the conference at Dublin City University in 1997 organised by Françoise Blin. The theme of EUROCALL 2003, “New literacies in language learning and teaching”, aimed to focus attention on the changing concepts and practices concerning literacy brought about by technological developments, particularly in relation to language learning and teaching. Sub-themes focused on the changes in practices involving literacy brought about by the World Wide Web; the need to re-interpret current teaching paradigms; the relationship between the more “traditional” language skills and the “new literacies”; interactivity, learner interaction, and feedback; and spoken and written corpora in language teaching and learning. This last theme re-introduced to EUROCALL an important research area which had been well represented in the early days of the association, and has led directly to the creation of a new SIG within the association in March 2004.

Why is it difficult to teach Chinese at a virtual classroom? – A pedagogic view

2014 ◽  
Vol 8 (1) ◽  
Author(s):  
JIA YAN ◽  
WILLIAM W. SONG
Keyword(s):  
Teaching And Learning ◽  
Online Courses ◽  
Virtual Classroom ◽  
Traditional Classroom ◽  
Learning Problems ◽  
Chinese Characters ◽  
Online Classroom ◽  
Web Based ◽  
Teaching Chinese

Nowadays, more and more courses are made available online to increase flexibility in learning time, easy accessibility for students, and richness in usable learning materials. However, many problems occur in Chinese as Second Language (CSL) teaching activity at virtual classroom compared with traditional classroom. For example, it is hard to notice whether a student is present at the classroom or not or it is difficult for students to clearly observe in what exact sequence a Chinese character is written. Through comparison of the CSL learning cases between online classroom and traditional classroom, we intend to identify the web-based teaching and learning problems in teaching Chinese characters from the perspective of pedagogy, and propose a possible solution to the problem. With a case study of teaching the Chinese characters at virtual classroom and a comparative study among online courses, virtual classroom and campus classroom education, we present an initial data analysis of an IT-based method tackling the problems with the proposed solutions.Keywords: Chinese teaching and pedagogy, virtual classroom and online courses for teaching Chinese, descriptive design, Sweden

scholarly journals Exploring the Relation between English and Online Mode of Learning during Covid-19

2020 ◽  
Vol 6 (2) ◽  
pp. 109-116
Author(s):  
Marghoob Ahmad ◽  
Mamuna Ghani ◽  
Aleena Mehmood Malik
Keyword(s):  
Low Income ◽  
Teaching And Learning ◽  
Online News ◽  
Teaching English ◽  
Learning And Teaching ◽  
Online Mode ◽  
Teachers And Students ◽  
Axial Coding ◽  
High Level ◽  
The Relationship

This investigation was focused on exploring the relationship between learning and teaching English through online mode during Covid-19 which were propitious for students and teachers. Judgmental sampling of twenty-five textual units from online news blogs was drawn. Axial coding was applied to analyze thematic patterns in data. Findings flaunted that Internet use was surging during Covid-19. Teachers and students were engaged in digital interaction to overcome the academic loss, and they were not ready for the online shift. Internet speed, connectivity, and availability of laptops to low-income parents were grim realities questioning universities' capacity to go for online mode of learning and teaching English, which entailed to be devised afresh. Students were experiencing a high level of digital divide and decreasing equity during Covid-19. The study resulted that universities were preparing to cope with learning and teaching English during Covid-19 by shifting online mode even in the dearth of resources, both teachers and students needed to learn necessary software and applications for teaching and learning English through online mode. The usefulness of the study was marked by way of planning the future scheme strategically for learning and teaching English through online mode during Covid-19.

“Working in Concert”: Examining Music’s Role in Cross-Curricular Education

2018 ◽  
Author(s):  
Emily Browne
Keyword(s):  
Music Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning And Teaching ◽  
The United Kingdom ◽  
Progressive Pedagogy ◽  
Subject Areas ◽  
The Cross ◽  
The Many ◽  
The Relationship

The purpose of this presentation is to investigate the power of the cross-curricular teaching and learning practice while exploring the relationship between music and other subject areas in an educational environment. In recent years, the curriculum of countries such as Sweden, Australia, and the United Kingdom, has placed greater emphasis on utilizing the cross-curricular learning and teaching practice. This progressive pedagogy strives to engage students by connecting different curricular areas within an activity or lesson. Students have the opportunity to engage in a deeper form of learning, applying their knowledge and transferring their skills as they discover similarities between distinct subject areas. Additionally, the cross-curricular practice can attract pupils to disciplines that otherwise might not have held their attention. As everyday life is filled with tasks that draw on multiple subject areas, this teaching approach ultimately enables the educational system to better prepare pupils for their future. However, the cross-curricular practice can pose a challenge to teachers who lack confidence in their knowledge of content across the many curricular areas. This is particularly relevant to music education, as many teachers who do not possess a solid knowledge base of skills and techniques shy away from incorporating music into their teaching practice. Nevertheless, cross-curricular learning seems to be a valuable learning process, therefore, I will discuss method of incorporating music into cross-curricular lessons in order to provide  

MAKOTO AS THE INITIAL PRINCIPLE OF THE ETHICAL AND AESTHETIC BELIEFS OF THE JAPANESE

2020 ◽  
pp. 126-138
Author(s):  
M. P. Gerasimova ◽  
Keyword(s):  
Moral Obligation ◽  
Driving Factors ◽  
Chinese Characters ◽  
Spiritual Values ◽  
Conceptual Apparatus ◽  
Hieroglyphic Writing ◽  
The Aesthetic ◽  
The Relationship ◽  
Aesthetic Ideal

Makoto (まこと, lit.: truth, genuineness, reality, “realness”) is an element of the conceptual apparatus of the traditional worldview of the Japanese. In Japan, it is generally accepted that makoto is a philosophical and aesthetic concept that underlies Japanese spirituality, involving among other principles understanding of the order and laws of the truly existing Universum (shinrabansho̅; 森羅万象) and the universal interconnectedness of things (bambutsu ittai; 万物一体), the desire to understand the true essence of everything that person meets in life, and, unlike other spiritual values, is purely Shinto in origin. After getting acquainted with the Chinese hieroglyphic writing three Chinese characters were borrowed for the word makoto. Each of these characters means truthfulness, genuineness, but has its own distinctive nuances: 真 means truth, authenticity, truthfulness, 実 signifies truth, reality, essence, content, and 誠 again means truthfulness, sincerity, and truth. Makoto (“true words”) and makoto (“true deeds”) imply the highest degree of sincerity of words and honesty, correctness of thoughts, actions, and deeds. The relationship “true words — true deeds” can be seen as one of the driving factors of moral obligation, prompting everyone in their field, as well as in relations between people, to strive to be real. This desire contributed to the formation of a heightened sense of duty and responsibility among the Japanese, which became a hallmark of their character. However, makoto has not only ethical connotation, but aesthetic one as well, and can be considered as the basis on which were formed the concept of mono no aware (もののあ われ、 物の哀れ) and the aesthetic ideal of the same name, that became the first link in the chain of japanese perceptions of beauty. Each link in this chain is an expression of a new facet of makoto, which was revealed as a result of certain elements of the worldview that came to the fore in the historical era.

Productive Vocabulary Knowledge of ESL Learners

2018 ◽  
Vol 1 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Abdulmalik Usman ◽  
Dahiru Musa Abdullahi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Writing Quality ◽  
Lexical Frequency ◽  
Frequency Profile ◽  
Esl Learners ◽  
The Relationship

The paper seeks to investigate the level of productive knowledge of ESL learners, the writing quality and the relationship between the vocabulary knowledge and the writing quality. 150 final year students of English language in a university in Nigeria were randomly selected as respondents. The respondents were asked to write an essay of 300 words within one hour. The essays were typed into Vocab Profiler of Cobb (2002) and analyzed the Lexical Frequency Profile of the respondents. The essays were also assessed by independent examiners using a standard rubric. The findings reveal that the level of productive vocabulary knowledge of the respondents is limited. The writing quality of the majority of the respondent is fair and there is a significant correlation between vocabulary and the witting quality of the subjects. The researchers posit that productive vocabulary is the predictor of writing quality and recommend various techniques through which teaching and learning of vocabulary can be improved.

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