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.

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.

scholarly journals Coconuts and curtain cakes: The production of wh-questions in ASD

2021 ◽  
Vol 6 ◽  
pp. 239694152098295
Author(s):  
Nufar Sukenik ◽  
Eléonore Morin ◽  
Naama Friedmann ◽  
Philippe Prevost ◽  
Laurice Tuller
Keyword(s):  
Error Analysis ◽  
Language Disorder ◽  
Syntactic Structure ◽  
Autism Spectrum ◽  
Production Rates ◽  
Fine Grained ◽  
Depth Analysis ◽  
Wh Questions ◽  
Analysis Of Error ◽  
Error Types

Background and aims Children with autism spectrum disorders (ASD) have been found to exhibit difficulties in wh-question production. It is unclear whether these difficulties are pragmatic or syntactic in nature. The current study used a question elicitation task to assess the production of subject and object wh-questions of children with ASD in two different languages (Hebrew and French) wherein the syntactic structure of wh-questions is different, a fact that may contribute to better understanding of the underlying deficits affecting wh-question production. Crucially, beyond the general correct/error rate we also performed an in-depth analysis of error types, comparing syntactic to pragmatic errors and comparing the distribution of errors in the ASD group to that of children with typical development (TD) and children with Developmental Language Disorder (DLD). Results Correct production rates were found to be similar for the ASD and DLD groups, but error analysis revealed important differences between the ASD groups in the two languages and the DLD group. The Hebrew- and French ASD groups were found to produce pragmatic errors, which were not found in children with DLD. The pragmatic errors were similar in the two ASD groups. Syntactic errors were affected by the structure of each language. Conclusions Our results have shown that although the two ASD groups come from different countries and speak different languages, the correct production rates and more importantly, the error types were very similar in the two ASD groups, and very different compared to TD children and children with DLD. Implications: Our results highlight the importance of creating research tasks that test different linguistic functions independently and strengthen the need for conducting fine-grained error analysis to differentiate between groups and gain insights into the deficits underlying each of them.

scholarly journals What Is Known about Elementary Grades Mathematical Modelling

2016 ◽  
Vol 2016 ◽  
pp. 1-9 ◽  
Author(s):  
Micah S. Stohlmann ◽  
Lluís Albarracín
Keyword(s):  
Mathematical Modelling ◽  
Secondary Level ◽  
Elementary Level ◽  
Future Research ◽  
Elementary Grades ◽  
Student Beliefs ◽  
Assessment Data ◽  
Unit Of Analysis ◽  
Units Of Analysis ◽  
Conceptual Competence

Mathematical modelling has often been emphasized at the secondary level, but more research is needed at the elementary level. This paper serves to summarize what is known about elementary mathematical modelling to guide future research. A targeted and general literature search was conducted and studies were summarized based on five categories: content of mathematical modelling intervention, assessment data collected, unit of analysis studied, population, and effectiveness. It was found that there were three main units of analysis into which the studies could be categorized: representational and conceptual competence, models created, and student beliefs. The main findings from each of these units of analysis are discussed along with future research that is needed.

scholarly journals Questioning North Korea’s digraphic inflection point: Kim Il Sung’s 1964 and 1966 conversations with linguists reconsidered

2021 ◽  
Vol 21 ◽  
pp. 263-281
Author(s):  
William Strnad
Keyword(s):  
Inflection Point ◽  
Language Planning ◽  
Chinese Characters ◽  
Korean Language ◽  
Korean Education ◽  
Language Planning And Policy ◽  
The North ◽  
Fait Accompli ◽  
Policy Guidance ◽  
Teaching Chinese

Kim Il Sung’s 1964 and 1966 conversations with linguists are appropriately deemed important as the establishment of the North’s “cultured language” as a standard, as well as guidance related to language purification and script. In the analysis of inflection point related to language planning and policy in the North, is the often guidance on re-enshrinement of teaching “Chinese characters” (hanja) in North Korean education. Clearly this was official pronouncement of functional, synchronic digraphia, which has been preserved and operationalized down to the present. Scholarship on these conversations, amounting to policy guidance, attribute the shift in policy related to script as an inflection point. The author of this article concurs with its importance, but with respect to digraphia in the North, the conversations related to hanja instruction served as a confirmation for what was a broad trend in North Korean language planning during the years 1953-1964, a language planning and policy  fait accompli, diminishing the portrayal of the conversations as a digraphic inflection point in North Korea.

scholarly journals KESALAHAN BERBAHASA DALAM KARANGAN DESKRIPSI BERBAHASA MANDARIN MAHASISWA PRODI PENDIDIKAN BAHASA MANDARIN

Paramasastra ◽  
2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Rendy Aditya
Keyword(s):  
Data Analysis ◽  
Full Text ◽  
Qualitative Approach ◽  
Chinese Characters ◽  
Chinese Education ◽  
Education Department ◽  
Improper Use ◽  
Fault Lines ◽  
Writing Chinese ◽  
Academic Year

The approach used in this study is a qualitative approach, because this study aims to describe the linguistic fault lines in the descriptive essay done by the students of Chinese Education Department of  University state of Surabaya academic year 2012. In this research, there are 53 essays written by 53 respondent. Data analysis was initiated by identifying the mistakes in syntax and lexicon of descriptive essay in Mandarin, then classify these forms of error into linguistic taxonomy, and concluded the factors that cause errors speak.The results of this study consists of three parts. The first part is finding a syntax error in the form of a descriptive essay in Mandarin, which forms a syntax error in the preparation of fungtor language of Mandarin, some 5 grains fault error. Furthermore, the use of particles in Mandarin improper, some 9 points of error. The latter syntax error is improper preparation of the sentence as much as 82 grains of error. Where errors in grammar occur due to the authors make a mistake that the order of words in reverse. In addition there is also a mistake lexicon, namely in the form of improper use of the word as much as 134 grains contained errors. The latter is a global and a local fault. Globally there are 8 points errors and locally there are 6 items mistake. Factors causing the linguistic fault lines obtained from interviews of respondents stated that when studying Mandarin, the most difficult thing to learn is the grammar. This isproved by the number of 8 respondents who answered grammar is the hardest less onto learn. Then the tone and word pronunciation difficulties as many as seven people. The latter as much as 3 respondents said things that are difficult to study in Mandarin is writing Chinese characters. Recently, there were14 respondents who were not able to give an example of the full text of some kind of sentence filed by the researcher to the 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 Error patterns in Portuguese students’ addition and subtraction calculation tasks

2018 ◽  
Vol 12 (1) ◽  
pp. 67-82 ◽  
Author(s):  
Silvana Maria R. Watson ◽  
João Lopes ◽  
Célia Oliveira ◽  
Sharon Judge
Keyword(s):  
Error Analysis ◽  
Procedural Knowledge ◽  
Individual Performance ◽  
Northern Region ◽  
Hierarchical Regression ◽  
Error Type ◽  
Common Error ◽  
Content Type ◽  
Addition And Subtraction ◽  
Error Types

PurposeThe purpose of this descriptive study is to investigate why some elementary children have difficulties mastering addition and subtraction calculation tasks.Design/methodology/approachThe researchers have examined error types in addition and subtraction calculation made by 697 Portuguese students in elementary grades. Each student completed a written assessment of mathematical knowledge. A system code (e.g. FR = failure to regroup) has been used to grade the tests. A reliability check has been performed on 65 per cent randomly selected exams.FindingsData frequency analyses reveal that the most common type of error was miscalculation for both addition (n= 164; 38.6 per cent) and subtraction (n= 180; 21.7 per cent). The second most common error type was related to failure to regroup in addition (n= 74; 17.5 per cent) and subtraction (n= 139; 16.3 per cent). Frequency of error types by grade level has been provided. Findings from the hierarchical regression analyses indicate that students’ performance differences emerged as a function of error types which indicated students’ types of difficulties.Research limitations/implicationsThere are several limitations of this study: the use of a convenient sample; all schools were located in the northern region of Portugal; the limited number of problems; and the time of the year of assessment.Practical implicationsStudents’ errors suggested that their performance in calculation tasks is related to conceptual and procedural knowledge and skills. Error analysis allows teachers to better understand the individual performance of a diverse group and to tailor instruction to ensure that all students have an opportunity to succeed in mathematics.Social implicationsError analysis helps teachers uncover individual students’ difficulties and deliver meaningful instruction to all students.Originality/valueThis paper adds to the international literature on error analysis and reinforces its value in diagnosing students’ type and severity of math difficulties.

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