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.

A Distance Learning System for Teaching the Writing of Chinese Characters Over the Internet

2007 ◽  
pp. 254-272
Author(s):  
K. T. Sun ◽  
D. S. Feng
Keyword(s):  
Primary Schools ◽  
Chinese Character ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
The Internet ◽  
Chinese Characters ◽  
School Students ◽  
Animated Cartoon ◽  
Rule Bases ◽  
Writing Chinese

This chapter proposes an intelligent tutoring system (ITS) for teaching students to write Chinese characters over the Internet. Since each Chinese character is like a picture, knowing the correct stroke orders can enable a person to write characters more easily. Accordingly, primary schools in Taiwan teach the correct orders in which strokes should be made when writing Chinese characters. In the proposed system, students can use a pen (or drag the mouse) to write Chinese characters on a digital board through a browser such as Microsoft Internet Explorer. For realizing the situation of student’s writing behavior, a neuron-based student model was designed to learn the writing style of each student. When a wrong stroke order is used, a short animated cartoon is displayed to show the error to the student, and the reason for the error will be explained. An intelligent tutoring module selects a Chinese character that is similar to the character written with the wrong stroke order, to teach the student again. Several databases and rule-bases are used to store important information such as the correct stroke orders and the structure of each Chinese character, the screen positions of each stroke, the writing behavior of each student, the rules of inference by which training characters are selected, and the error codes (types). This system has been in development since 1996, and includes 2734 Chinese characters (taught in primary schools). It has been used in elementary schools, and by thousands of students. Educational research reveals that over 82% of primary school students had some problems in using the correct stroke orders when writing Chinese characters, and the improvement exhibited by the experimental group was significant (F = 25.331, p < .005). The proposed system has been verified as being of high value in teaching students to write Chinese characters.

scholarly journals Curriculum Analysis of Permai Plus School at Pluit’s Elementary Chinese Course

Humaniora ◽  
2010 ◽  
Vol 1 (2) ◽  
pp. 746
Author(s):  
Yetty Yetty
Keyword(s):  
International Schools ◽  
Chinese Language ◽  
School Curriculum ◽  
Chinese Characters ◽  
Chinese Reading ◽  
Language Courses ◽  
Set Up ◽  
Language Schools ◽  
Writing Chinese ◽  
Chinese Language Schools

In Indonesia, in addition to english mandarin also become a very common thing. Many companies employ one of the conditions of staff must be fluent in speaking Chinese, reading and writing Chinese characters. Therefore, the majority of schools in Indonesia have set up Chinese language courses, in order to give Chinese language’s basic foundation to their students. In Pluit, courses of Chinese language schools are mostly private, three-language schools and international schools (not including international schools in the U.S. system). Through the six factors of curriculum (Teachers, facilities, scores, textbooks, curricula, and social participation ), the writer wants to analyze Permai Plus school curriculum Chinese course situation.  

scholarly journals The Phenomenon of Human Mind Slip in Rapid Writing Chinese Characters

2019 ◽  
Vol 12 (5) ◽  
pp. 66
Author(s):  
Xiaoying Zhou
Keyword(s):  
Chinese Language ◽  
Human Mind ◽  
Chinese Characters ◽  
Psychological Processes ◽  
Psychological Phenomenon ◽  
Writing Chinese

The slip-over phenomenon is a very interesting feature in rapid writing Chinese characters, a unique psychological phenomenon in Chinese language. Most of the slip-over characters appear in set phrases. It is just like a walking man, when he is in a hurry he would sometimes run one or two steps. Since most Chinese characters contain radicals, slip-over phenomenon occurs quite frequently. In this paper the author lists four groups of slip-over characters and analyzes their psychological processes. The author holds that this study is useful, in some ways, in their use in computers.

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.

A study of character forms and uses in Chanmen niansong ji 禅门拈颂集

2019 ◽  
Vol 3 (2) ◽  
pp. 87-100
Author(s):  
Aeyoung Kim
Keyword(s):  
Chinese Character ◽  
Future Research ◽  
Chinese Characters ◽  
Tripitaka Koreana ◽  
Abundant Data

This study aims to examine the features of the characters in Chanmen niansong ji 禅门拈颂集, a central text, while paying special attention to the variant Chinese characters (different characters with a similar pronunciation or meaning) it contains. Since Chanmen niansong ji 禅门拈颂集 includes a variety of such characters, it is possible to trace a diversity of changes in character forms from Lishu 隶书 to Kaishu 楷书. For this purpose, this study will classify variant Chinese characters in Chanmen niansong ji 禅门拈颂集 using two different classification standards, namely the structure of these characters and the method of generating them. Both versions of Chanmen niansong ji 禅门拈颂集, the variant Chinese character version and the conventional version include wuzi 误字 (wrong character), yanzi 衍字 (meaninglessly added characters), and tongjiazi 通假字 (loan character). It was found that there were some differences in the form and structure of characters in the two versions of the text. It is expected that the results of this investigation will contribute to the hermeneutic reconstruction of Chanmen niansong ji 禅门拈颂集. It seems clear that Chanmen niansong ji 禅门拈颂集 was published during the Song 宋 Dynasty in China, that is, the early Gaoli 高丽 Dynasty, a period when Tripitaka Koreana was also engraved in Gaoli 高丽. Through a basic analysis, several differences between Chanmen niansong ji 禅门拈颂集, the conventional version, and the variant Chinese character version were found, in terms of the form of their variant Chinese characters. Future research will compare the forms of the variant characters in these two texts, focusing on the pattern of character forms in the Song 宋 Dynasty in China, which is the counterpart of the Gaoli 高丽 Dynasty in Korea. This will help produce more abundant data related to character form.

KNOWLEDGE PATTERN REPRESENTATION OF CHINESE CHARACTERS

1988 ◽  
Vol 02 (01) ◽  
pp. 161-179
Author(s):  
PATRICK SHEN-PEI WANG
Keyword(s):  
Syntactic Structure ◽  
Chinese Language ◽  
Semantic Networks ◽  
Future Research ◽  
Chinese Characters ◽  
Automatic Learning ◽  
Language Understanding ◽  
Structure Representation ◽  
Knowledge Based ◽  
Resolution Principle

This article discusses some intelligence aspects of Chinese characters. Some basic concepts of two-dimensional pattern representation and artificial intelligence such as semantic networks, forward chaining, deduction and the resolution principle are used to analyze and interpret the syntactic structure, representation, semantics and evolution of Chinese characters. The concept of degrees of ambiguity and the principle of new characters are investigated. It is found that Chinese characters are actually not only artistically elegant and culturally rich but also semantically meaningful and intelligently sound. Finally some topics for future research such as intelligent pattern recognition for Chinese characters, automatic learning and translation, and knowledge-based Chinese language understanding are discussed.

The effectiveness of guided inductive instruction and deductive instruction on semantic radical development in Chinese character processing

2018 ◽  
Vol 24 (4) ◽  
pp. 496-518 ◽  
Author(s):  
Chun Lai ◽  
Xuedan Qi ◽  
Chan Lü ◽  
Boning Lyu
Keyword(s):  
Character Recognition ◽  
Chinese Character ◽  
Future Research ◽  
Chinese Characters ◽  
Quasi Experimental ◽  
Semantic Radical ◽  
Guided Inductive ◽  
Learning And Instruction ◽  
Radical Form ◽  
Deductive Instruction

This study compared the effectiveness of deductive instruction and guided inductive instruction for developing semantic radical knowledge of Chinese characters. The evaluation was conducted through a quasi-experimental 3-week intervention involving 46 intermediate learners of Chinese as a foreign language (CFL). The results indicated that guided inductive instruction generated significantly greater gains in learners’ use of radical information for radical form-meaning mapping and for Chinese character recognition and inferencing. This study further found that the effectiveness of inductive instruction in strengthening radical form-meaning mapping varied for semantic radicals of different complexity levels. These findings suggest that instructors should apply guided induction in teaching semantic radicals, but also be flexible in varying instruction in response to the complexity of semantic radicals. The findings suggest that the inductive-deductive nature of instruction and the complexity of semantic radicals are important variables to consider in future research on the learning and instruction of Chinese characters.

scholarly journals An Error Analysis of Orthographic Representation in Written Chinese Characters

2021 ◽  
Vol 7 (2) ◽  
pp. 1-10
Author(s):  
Wee-Ling Kuan
Keyword(s):  
Error Analysis ◽  
Elementary Level ◽  
Future Research ◽  
Chinese Characters ◽  
Orthographic Representation ◽  
Representation Error ◽  
Orthographic Representations ◽  
Writing Chinese ◽  
Teaching Chinese ◽  
Error Types

This paper reports an error analysis of orthographic representation in written Chinese characters among Mandarin as foreign language (MFL) learners studying at an elementary level at a Malaysian public university in their dictation assessment. A total of 262 stroke error types of their orthographic representation in written Chinese characters were collected and analysed. The errors were consequently classified into four main categories among 165 MFL learners who took part in the study. The study found that participants made most mistakes in the stroke numbers and shape of orthographic representation in written Chinese characters. It was also found that there were detectable mistakes in stroke relation and stroke direction of orthographic representation in written Chinese characters. The cognitive factors contributing to the orthographic representation error types in written Chinese characters are discussed. It is concluded that beginner MFL learners would have a greater tendency to commit several character errors in writing Mandarin because of their low level of orthographic awareness and presumably a high cognitive load given to them as they transit from writing alphabets scripts to writing Chinese characters. Future research could examine how MFL learners cognitively adapt when transitioning from alphabet scripts to Chinese characters. Findings would guide instructors in the teaching Chinese characters more efficient and subsequently, it would allow them to interpret orthographic representations and write Chinese characters more accurately.

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