The influence of L1 script directionality and L2 proficiency on Hanzi learning among Arabic and English learners of L2 Chinese

The present research investigates the role of L1 script directionality and L2 proficiency on the learning of Hanzi (Chinese characters) by pre-intermediate and intermediate adult Arabic (right to left) and English (left to right) learners of L2 Chinese who studied at their home country. The tasks included reading Hanzi for pronunciation, writing Hanzi according to Pinyin and meaning, and naming pseudo-Hanzi to examine phonetic radical application skills. The results showed that (1) L1 script directionality background only predicted the performance in Hanzi writing, (2) L2 proficiency was a significant predictor in Hanzi reading and Hanzi writing, and (3) L2 proficiency interacted with L1 script directionality background in phonetic radical application skills. These findings suggest that L1 script directionality background and L2 proficiency play different roles in the development of Hanzi literacy skills and orthographic awareness. The theoretical implications for the influence of L1 writing system on L2 learning and the threshold level for the development of orthographic awareness in Hanzi, and the practical implications for Hanzi instruction are discussed.

A Model of Chinese Spelling Development in Hong Kong Kindergarteners

Copying characters presented previously (delayed copying) is an important skill in Chinese literacy acquisition. The relations of delayed copying and a set of literacy-related skills (including vocabulary knowledge, rapid automatized naming, phonological awareness, morphological awareness, and orthographic awareness), visual-orthographic judgment, motor coordination, pure copying of foreign scripts, and delayed copying to Chinese spelling were examined among 294 typically developing Hong Kong kindergarteners. With all other variables statistically controlled, rapid automatized naming, phonological awareness, morphological awareness, orthographic awareness, motor coordination, and delayed copying all uniquely explained Chinese spelling. To further investigate how delayed copying interacts with other skills, path analyses were conducted. The final model showed that vocabulary knowledge, visual-orthographic judgment, and pure copying had indirect effects on spelling through delayed copying. These findings partly support spelling models developed in alphabetic writing systems, but also reflect the uniqueness of Chinese. In addition, results suggest that delayed copying is a unique window into how children learn to write words in Chinese. The potentially critical role of delayed copying in Chinese spelling makes it a potentially good clinical indicator of early spelling proficiency and spelling difficulties.

The Relationship Between Orthographic Awareness and Chinese Reading in Hong Kong’s Young CSL Learners

Purpose: This study investigates young Chinese as a second language (CSL) learners’ Chinese character reading performance and its relationship with their orthographic awareness. There is a pressing need to gain a better understanding of Hong Kong’s ethnic minority students’ CSL acquisition, so that more effective instruction can be provided. Design/Approach/Methods: A total of 157 Hong Kong ethnic minority CSL students in Grade 4 were evaluated using a range of assessments: orthographic awareness in identifying and utilizing character components, listening comprehension for vocabulary terms and short texts, and reading Chinese character lists with single- and two-character words. Findings: The students performed consistently across the two lists but made fewer errors when reading the two-character word list, most of which were orthographical. Multiple regression analysis showed that the students’ orthographic awareness contributed significantly to their character reading. Originality/Value: The findings suggest that orthographic awareness can help ethnic minority CSL learners improve their Chinese character reading skills. Chinese classes provided for such students, and for CSL learners in general, should place greater focus on literacy training.

The Oxford Handbook of Deaf Studies in Literacy

The Oxford Handbook on Deaf Studies Series began in 2010 with it first volume. The series presents state-of-the-art information across an array of topics pertinent to deaf individuals and deaf learners, such as cognition, neuroscience, attention, memory, learning, and language. The present handbook, The Oxford Handbook of Deaf Studies in Literacy, is the fifth in the series, and it offers the most up-to-date information on literacy learning among deaf and hard-of-hearing (DHH) learners. Topic examined in this concise volume include the importance of language and cognition and the elements of phonological/orthographic awareness, morphosyntactic and vocabulary understanding, reading comprehension and classroom engagement, written language, learning among challenged populations, and the need to rethink our approaches to literacy research. With contributions from a well-known and highly respected field of educators and researchers, the volume will help all involved see the path each DHH child as an individual must follow if he or she is to unlock the vast world available when one has competence in reading comprehension. Too often, sweeping generalizations are made about all DHH readers—no matter their background, language(s), chosen modality(ies), and experience—from data on only a small segment of the overall population. Therefore, the editors collaborated with the authors to ensure that authors were clear about the research participants cited when making claims about specific subpopulations. This means readers can be relatively certain that statements made in this book about certain subpopulations in fact are based on data from those subpopulations.