scholarly journals An Analysis of the Hanyu Pinyin Errors of the Indonesian Students

2013 ◽  
Vol 7 (1) ◽  
pp. 21
Author(s):  
Fu Ruomei
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Teaching Practice ◽  
Chinese Language ◽  
Chinese Students ◽  
Word Segmentation ◽  
Chinese Characters ◽  
Solid Foundation ◽  
Chinese Language Learners

Pinyin is a valuable tool for students who learn Chinese as a second language. Through years of teaching practice and observation, some errors in Indonesian students’ understanding and using in Pinyin were summed up, includingthe phonetic alphabet equated to the actual voice entirely caused the mispronunciation; lack of understanding in some special provisions in Pinyin caused the confusion of vowels “u” and “ü”; improperly placement of tone marks; did not understand the pinyin word-segmentation resulting in memory and understanding of Chinese based on Chinese characters instead of the word as a unit. These errors disturbed the accuracy of Chinese students’ pronunciation, caused problems in Chinese vocabulary understanding. It is very important for Indonesian Chinese language learners to lay a solid foundation of Pinyin and develop good habits in the use of Pinyin.

马来学生对汉字的认知方式和认字教学的实践方法

2016 ◽  
Vol 5 (1) ◽  
pp. 107-134
Author(s):  
黄灵 燕
Keyword(s):  
Language Learners ◽  
Mother Tongue ◽  
Chinese Language ◽  
Chinese Characters ◽  
Comprehension Test ◽  
Chinese Texts ◽  
Pass Through ◽  
High Level ◽  
Alphabetic Writing ◽  
Chinese Language Learners

AbstractThis study mainly investigated cognitive methods adopted by Malay learners who were taking Chinese proficiency courses at the University of Putra Malaysia. The respondents were learners who came from an alphabetic writing background. The findings of this study revealed that three cognitive methods were adopted by these respondents to recognize and retrieve the meanings of Chinese characters. The first method was to use phonetic symbols to write down the pronunciations of Chinese characters in order to comprehend the meanings of the characters. The respondents needed to pass through the intermediary stage of the inner language to activate the meanings of the characters. This response is a normal psychological reaction from the Chinese language learners who come from an alphabetic writing background.For the second method, the respondents used the vocabulary of their mother tongue to translate the meanings of Chinese characters. The findings showed that they depended on their mother tongue when comprehending the meanings of Chinese characters. Some respondents needed to search for the equivalent vocabulary in their mother tongue to translate the meanings of Chinese characters before they could retrieve the accurate meanings of the characters. This reaction shows that the method of acquisition of the mother tongue can affect the cognition ability of learners when comprehending the meanings of Chinese characters and during the reading process of Chinese texts.The third method concerned some respondents who could master Chinese characters and obtain a high level of Chinese proficiency. They were able to retrieve the meanings of Chinese characters directly from Chinese orthography without depending on the stimulus of the inner language or translation of the mother tongue to decode the meanings of the characters. The results of the Chinese comprehension test revealed that the respondents who obtained a high level of Chinese proficiency were not hindered by the difficulties in recognizing and comprehending the meanings of the Chinese characters. Their scores in the comprehension test were the highest.The feedback from the questionnaire used showed that some respondents did not necessarily have to rely on the stimulus of the inner language as the intermediary stage to activate the meanings of Chinese characters. Most of the respondents preferred to use the vocabulary of their mother tongue to help them to retrieve the meanings of the characters. Regarding the stimulus of the inner language or the translation of the mother tongue for decoding, both these methods showed that there was interference from the mother tongue’s orthography of the respondents. However, the results of the comprehension test revealed that when the respondents were familiar with Chinese characters, they could abandon both the methods mentioned when retrieving the meanings of the characters.Finally, this study suggests some instructional practices for recognizing Chinese characters to assist Chinese language learners from the alphabetic writing background to better recognize the characteristics of Chinese orthography. These practices emphasize learning activities for standard Chinese language orthography. Emphasis also is given to the knowledge relating to the features and characteristics of Chinese characters from an ideogram language. Further stress is on the effective methods to retrieve the meanings directly from Chinese characters.

CHINESE GRAMMAR AUTO-CORRECT WEBSITE CHINESEGRAMMARCHECKER.COM DEVELOPMENT MODEL

2019 ◽  
Vol 1 (1) ◽  
pp. 137-146
Author(s):  
Julita Wangi ◽  
Kelly Rosalin ◽  
Theresia Theresia
Keyword(s):  
Language Learners ◽  
Native Language ◽  
Chinese Language ◽  
Qualitative Approach ◽  
Development Model ◽  
Advantages And Disadvantages ◽  
Grammar Correction ◽  
Grammatical Errors ◽  
Basic Level ◽  
Chinese Language Learners

In the process of learning and using Chinese, Indonesia students may have grammatical errors due to negative migration of their native language. At present, there is no Mandarin grammar correction website or application that can answer the needs of Mandarin learners. Therefore, researchers want to try to provide a website chinesegrammarchecker.com that can answer the needs of Chinese language learners in Indonesia so as to facilitate Chinese language learners in mastering Chinese grammar. Hope researchers are learners can learn independently in making sentences in Chinese using proper and correct Chinese grammar. The method used in this study is a qualitative approach. The researcher will collect basic level Chinese grammar patterns in the textbooks used in the Chinese Language I courses, namely Er Ya Basic Chinese: Comprehensive Course (I) and Basic Chinese: Comprehensive Course (II). Then from these patterns user can check their sentences on this website. After the website chinesegrammarchecker.com was completed, then it was tested for several users to see the advantages and disadvantages of this website chinesegrammarchecker.com.

Alternating-color words facilitate reading and eye movements among second-language learners of Chinese

2020 ◽  
Vol 41 (3) ◽  
pp. 685-699
Author(s):  
Wei Zhou ◽  
Wanwen Ye ◽  
Ming Yan
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Fixation Duration ◽  
Second Language Learners ◽  
Reading Speed ◽  
Word Segmentation ◽  
Word Boundary ◽  
Fixation Location ◽  
Reading Efficiency ◽  
Boundary Information

AbstractThe present study investigated whether word-boundary information, provided by alternating colors (consistent or inconsistent with word-boundary information) in a Chinese sentence would facilitate the reading of second-language (L2) learners. Thirty-three Korean students were recruited in the eye-movement experiment. Relative to a baseline (i.e., mono-colors) condition, incorrect word segmentation produced closer fixation location toward the beginning of words, longer fixation duration, higher refixation rate, and slower reading speed. In contrast, word segmentation with alternating colors produced further fixation location toward the center of words, shorter fixation duration, lower refixation rate, and faster reading speed. These results indicate that L2 readers are capable of making use of word-boundary knowledge for saccade generation, which can result in a facilitation of reading efficiency.

Understanding the nature of performance

2012 ◽  
Vol 35 (3) ◽  
pp. 312-338 ◽  
Author(s):  
Andrew Scrimgeour
Keyword(s):  
Student Achievement ◽  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Chinese Language ◽  
Target Language ◽  
Test Procedures ◽  
Language Programs ◽  
The Impact ◽  
At Home

While Chinese language learning in Australian schools is characterised by predominantly second language programs for learners who have had no prior exposure to the target language, there is increasing participation by Australian-born children who speak Putonghua (Mandarin) or another dialect at home. Curriculum and assessment frameworks and syllabuses at senior secondary level have responded to the diversity in learner background through the provision of separate curricula and assessment schemes for different learner groups based on country of birth, prior educational experience and languages used at home. However the impact of learner background on learning and achievement as learners progress through Chinese language programs both in primary and secondary school remains under-researched. In particular, evidence of how the performance of second language learners differs from that of learners who a) speak the language at home and b) may have substantial community schooling experience beyond the school classroom, or c) were born and initially educated in Chinese, is very limited. This paper reports on the results of the Student Achievement in Asian Languages Education (SAALE) Project (Scarino et al., 2011; Scarino, this issue and Elder, Kim & Knoch, this issue) with regard to student achievement in Chinese. It focuses on the writing performance of Year 10 learners of Chinese and considers specifically the impact of language background by comparing performances between Australian-born students who do and do not speak Chinese at home. Scores assigned to students’ writing gathered on common test procedures confirms the expectation that background language learners perform at significantly higher levels and suggests that the two groups also differ in the nature of that performance. The implications of this data for the teaching, learning and assessment of Chinese in schools, and for the appropriate provision of programs for these different groups of learners is discussed.

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