The effects of single and dual coded multimedia instructional methods on Chinese character learning

2014 ◽  
Vol 3 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Ling Wang
Keyword(s):  
Chinese Character ◽  
Instructional Methods ◽  
Chinese Language ◽  
Chinese Characters ◽  
Character Type ◽  
Achievement Score ◽  
Significant Difference ◽  
Main Effect ◽  
Computer Based ◽  
Character Types

AbstractThis study investigated the effects of single and dual coded instructional methods using computer-based multimedia on Chinese character learning. 42 college students with no prior knowledge of Chinese language were randomly assigned to a single coded group (text-only and animation-only) and a dual coded group (animation plus text and animation plus narration) to learn 12 concrete (pictograph) Chinese characters and 12 abstract (ideograph) Chinese characters. The results showed there was a significant difference between the single coded and the dual coded instructional methods and there was also a main effect in the character type. In addition, the findings indicated that within the single coded group, there was a significant difference between two character types and a significant difference between two single coded methods with the animation-only method leading to better achievement score than the text-only method. For the dual coded group, the results revealed a significant difference between two character types as well and a significant difference between two dual coded methods with the animation plus narration method outperforming the animation plus text method.

scholarly journals Dynamic Generation and Editing System for Wrongly Written Chinese Characters Font

2015 ◽  
Vol 2015 ◽  
pp. 1-7 ◽  
Author(s):  
Qingsheng Li ◽  
Xiao Li
Keyword(s):  
Language Learning ◽  
Real Time ◽  
Chinese Character ◽  
Language Teaching ◽  
Chinese Language ◽  
Chinese Characters ◽  
Input Method ◽  
Chinese Language Teaching ◽  
Dynamic Generation ◽  
Editing Process

The uniqueness of Chinese makes Chinese language a hotspot in language learning. In view of the problem of wrongly written character teaching in Chinese language teaching, it provides a simple, convenient, and efficient input method of wrongly written characters and realizes a dynamic generation and editing system for wrongly written Chinese character font, which solves the problems of real-time edit, coding, and input of wrongly written character in editing process using dynamic editing technology, and provides a convenient input method of wrongly written character in editing, printing, typesetting, and the research of digital Chinese language teaching. This method can also be used in dynamic editing, generation and processing of ancient variants, Oracle bone inscriptions, Bronze inscription, folk combined characters, and other fonts.

scholarly journals THE NATURE OF THE CHINESE SCRIPT

2019 ◽  
Vol 9 (1) ◽  
pp. 99-101
Author(s):  
Jin Xiaolei ◽  
Keyword(s):  
Chinese Character ◽  
Chinese Language ◽  
Chinese Script ◽  
Chinese Characters ◽  
Grammatical Structure ◽  
Radical Structure

This paper introduces the nature of the Chinese script, with the focus on its origin and development, the main four kinds of creation methods, the basic strokes of Chinese characters and the significance of its radical structure. The author believes that Chinese characters are the carriers of the script, phoneme and meaning as well as of the grammatical structure of the Chinese language. Hence, the Latin alphabet for the Chinese phonetic system cannot replace Chinese character, and learning Chinese character is very important for foreign learners. Finally, the author gives a mnemonic of the basic rules for stroke order that facilitates learners' memory and helps them write characters correctly and quickly.

Learning Chinese Characters with Animated Etymology

2014 ◽  
Vol 4 (2) ◽  
pp. 64-82
Author(s):  
Jian He ◽  
Hui Huang
Keyword(s):  
Chinese Language ◽  
Instructional Materials ◽  
English Speakers ◽  
Chinese Characters ◽  
Plain Text ◽  
Different Types ◽  
Computer Based ◽  
Task Conditions ◽  
Statistical Results ◽  
Group Comparisons

The study was an attempt to investigate the effect of animated etymology on English speakers' learning of Chinese characters. Twenty-one Chinese language beginners at an Australian university were randomly assigned into three groups using three different types of instructional materials to learn Chinese characters: a) paper-based plain text material with only English meanings; b) paper-based material with English meanings, pictures and static etymological information; and c) CALL material with English meanings, pictures and animated etymological information. The effects of three materials were tested under two task conditions: a) picture-enhanced tasks and b) non-picture-enhanced tasks. Through both within-group and cross-group comparisons, the statistical results indicate that the group using computer-based materials involving animated etymology significantly outperformed those using the paper-based materials with and without illustrated etymological information in both tasks and the advantages of paper-based illustrated etymological information over the paper-based group without such information are limited to the tasks involving pictures.

scholarly journals Development and Evaluation of a Chinese Character Educational Board Game for Non-Native Learners

2021 ◽  
Vol 9 (2) ◽  
pp. 164
Author(s):  
Lee Chai Chuen ◽  
Nor Azrina Mohd Yusof
Keyword(s):  
Competitive Advantage ◽  
Chinese Character ◽  
Chinese Language ◽  
Future Research ◽  
Chinese Characters ◽  
Educational Tool ◽  
Board Game ◽  
Empirical Testing ◽  
Reading Chinese ◽  
Writing Chinese

There is no doubt that knowing Chinese gives graduates a competitive advantage. The ability to communicate fluently in Chinese has long been a requirement for Chinese employers, particularly those looking to do business in China's e-commerce market. Non-native learners must master four fundamental abilities in order to become literate in the Chinese language: listening, reading, writing, and speaking. Previous research has found that writing Chinese characters is frequently the most difficult task for both non-native and native learners. The issue arises during the process of learning Chinese characters and excessive use of gadgets, while online learning inspires both researchers to create a Chinese educational board game dubbed the LiSCReW Family Board Game (LiSCReW). LiSCReW is an acronym for Listen, Speak, Count, Read, and Write. The purpose of this study is (i) to develop and evaluate the effectiveness of the LiSCReW for learning Chinese characters; and (ii) to share non-native learners' perspectives and experiences while playing LiSCReW during a one-day exhibition at Universiti Teknologi MARA (UiTM) Johor Campus. To facilitate playtesting and evaluation of the board game, a total of 22 students from UiTM Johor were conveniently selected. The findings indicate that the LiSCReW board game is an effective educational tool for learning Chinese characters. The results show that respondents are more confident in recognising Chinese characters (90.9%), pronouncing Chinese characters (68.2%), reading Chinese characters (54.6%), and applying the Chinese characters they learned while playing LiSCReW to their Chinese test (77.2%). The findings can be used to guide future research into the empirical testing of Flow Theory's applicability among a large number of respondents.

Using problem-based learning in a Chinese character class design: A case study of Korean learners of Chinese

2019 ◽  
Vol 3 (2) ◽  
pp. 129-138
Author(s):  
Eun Young Jang ◽  
Heung Soo Park ◽  
Yeon Sil Jeong
Keyword(s):  
Character Education ◽  
Chinese Character ◽  
Chinese Language ◽  
Problem Based Learning ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Learning Attitudes ◽  
Teaching Learning ◽  
Korean Learners

This study attempted to try out Chinese-character education centering on experience and learners away from existing lecture-centered, teacher-centered education. For this purpose, problem-based learning (PBL) was proposed as one of the Chinese-language ability-enhancement measures for Korean learners of the Chinese language, and in order to examine the effect, we attempt to use the PBL tasks in the ‘Chinese-language reading’ class at a university for basic Chinese-language learners and analyze the results. PBL is a teaching-learning method in which learners focus on learning by using problems. In this study, we attempted to use PBL for the group work format. In this way, we can confirm that the class using the PBL has many advantages, such as improving learning ability and problem-solving ability, and strengthening cooperation. In addition, it was found that PBL is worthwhile to try because it is effective in inducing learning motivation, improving attention and interest in Chinese-character learning, improving learning attitudes of learners, and developing self-directed learning abilities.

A comparison of the changes in the patterns of the usage and categorization of the classifier ‘ben 本’ in Korean, Chinese, and Japanese

2021 ◽  
Vol 5 (1) ◽  
pp. 43-51
Author(s):  
Jeong-A Jo
Keyword(s):  
Cultural Differences ◽  
Chinese Character ◽  
Chinese Characters ◽  
Common Features ◽  
The World ◽  
The Common ◽  
Korean Chinese ◽  
The Relationship

This study aims to examine the common features and differences in how the Chinese-character classifier ‘ ben 本’ is used in Chinese, Korean, and Japanese, and will explore the factors that have affected the categorization processes and patterns of the classifier ‘ ben 本.’ Consideration of the differences in the patterns of usage and categorization of the same Chinese classifier in different languages enables us to look into the perception of the world and the socio cultural differences inherent in each language, the differences in the perception of Chinese characters, and the relationship between classifiers.

scholarly journals Impact of Violent Experiences and Social Support on R-NSSI Behavior among Middle School Students in China

2021 ◽  
Vol 18 (7) ◽  
pp. 3347
Author(s):  
Kun Liu ◽  
Xueyan Yang ◽  
Moye Xin
Keyword(s):  
Social Support ◽  
Influencing Factors ◽  
Empirical Support ◽  
Female Students ◽  
Male Students ◽  
Male And Female ◽  
Self Injury ◽  
Significant Difference ◽  
Main Effect ◽  
Nonsuicidal Self Injury

Repetitive nonsuicidal self-injury (R-NSSI) is an extreme manifestation of nonsuicidal self-injury (NSSI) behavior that causes bodily harm and emotional and personality disorders. It is a growing concern, especially among adolescents; therefore, this study aims to provide empirical support for effective interventions on R-NSSI behavior among adolescents in China. We used data of about 1180 students from a survey conducted in seven middle schools in Xi’an, China, and applied multiple logistic regression to analyze NSSI and R-NSSI among male and female students, including their influencing factors. We found no significant difference between male and female students’ R-NSSI; however, regarding influencing factors, male students had more violent experiences and less social support than female students. Parental and familial factors played the most prominent role in social support. Social support was found to be a main-effect mechanism in the effect of violent experiences on R-NSSI among male students, whereas the mechanism had both a main effect and a certain buffer effect among female students. R-NSSI was found to be more prevalent among younger children, children with siblings, and those with romantic relationship experiences. We also found that healthy adolescent development involves the participation of families and schools. Health education should be conducted according to the students’ sex and characteristics.

A comparative study of children’s Chinese character textbooks in Korea and China, with a focus on Yu Hap

2021 ◽  
Vol 5 (2) ◽  
pp. 145-153
Author(s):  
Jeong Yeon Sil ◽  
Jang Eun Young ◽  
Park Heung Soo
Keyword(s):  
Comparative Analysis ◽  
Comparative Study ◽  
Chinese Character ◽  
Significant Proportion ◽  
Written Language ◽  
Chinese Characters ◽  
Children's Books ◽  
High Learning ◽  
Modern Chinese ◽  
Ancient Times

This study examines why and how Chinese characters spread into Korea. It subsequently conducts a comparative analysis of Korean and Chinese children’s textbooks with a focus on Yu Hap from the perspective of the acceptance and acculturation of Chinese characters. It also explores how commonly used the characters in Yu Hap are, and the text’s learning value as one of Korea’s children’s textbooks. Yu Hap is very significant as the first written language textbook published in Korea. A comparative analysis of the characters used in four children’s books published in Korea found that the characters in Yu Hap are very common, and the text has a high learning value. Approximately 50% of the characters in San Bai Qian and Yu Hap are the same, showing that both China and Korea had similar perceptions of the characters in common use. A very significant proportion of characters overlap in Basic Chinese Character for Educational Use, List of Common Words in Modern Chinese, and Yu Hap; this supports the idea that the same characters have continued to be used from ancient times to the present day.

scholarly journals Chinese Character Image Completion Using a Generative Latent Variable Model

2021 ◽  
Vol 11 (2) ◽  
pp. 624
Author(s):  
In-su Jo ◽  
Dong-bin Choi ◽  
Young B. Park
Keyword(s):  
Latent Variable ◽  
Chinese Character ◽  
Image Inpainting ◽  
Latent Variable Model ◽  
Chinese Characters ◽  
Image Completion ◽  
Variable Model ◽  
Variational Autoencoder ◽  
Convolution Model ◽  
Detection Technologies

Chinese characters in ancient books have many corrupted characters, and there are cases in which objects are mixed in the process of extracting the characters into images. To use this incomplete image as accurate data, we use image completion technology, which removes unnecessary objects and restores corrupted images. In this paper, we propose a variational autoencoder with classification (VAE-C) model. This model is characterized by using classification areas and a class activation map (CAM). Through the classification area, the data distribution is disentangled, and then the node to be adjusted is tracked using CAM. Through the latent variable, with which the determined node value is reduced, an image from which unnecessary objects have been removed is created. The VAE-C model can be utilized not only to eliminate unnecessary objects but also to restore corrupted images. By comparing the performance of removing unnecessary objects with mask regions with convolutional neural networks (Mask R-CNN), one of the prevalent object detection technologies, and also comparing the image restoration performance with the partial convolution model (PConv) and the gated convolution model (GConv), which are image inpainting technologies, our model is proven to perform excellently in terms of removing objects and restoring corrupted areas.

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