1887
Volume 56, Issue 1
  • ISSN 2451-828x
  • E-ISSN: 2451-8298
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This qualitative study gives an emic account of the experiences of adult L2 learners studying Chinese characters. Using semi-structured interviews and written journals of Americans who have spent time in China, the study uncovers core experiences and common patterns, giving voice to the holistic experience of learners, including affective aspects. The results of the study show that the very complexity of Chinese characters simultaneously attracts and deters learners. Learners experience an ever-growing realization of deeper complexity and greater volume. The struggling that ensues compels learners to actively find strategies to enable them to remain afloat in the learning process: (1) breaking down the complexity, (2) managing the incoming volume, (3) finding satisfaction in using the learning, (4) leading their own learning, (5) making use of resources, and (6) maintaining their learning. Findings from this study suggest practical applications for both L2 learners and teachers of Chinese characters.

Loading

Article metrics loading...

/content/journals/10.1075/csl.21011.wal
2021-12-07
2024-09-11
Loading full text...

Full text loading...

References

  1. Abadzi, H.
    (2012) Can adults become fluent readers in newly learned scripts?Education Research International, 1–8. doi:  10.1155/2012/710785
    https://doi.org/10.1155/2012/710785 [Google Scholar]
  2. Allen, J.
    (2009) Why learning to write Chinese is a waste of time: A modest proposal. Foreign Language Annals, 41(2), 237–251. 10.1111/j.1944‑9720.2008.tb03291.x
    https://doi.org/10.1111/j.1944-9720.2008.tb03291.x [Google Scholar]
  3. Arrow, J.
    (2004) Learning Chinese characters: A comparative study of the learning strategies of students whose native language is alphabet-based and students whose native language is character-based. [Thesis]. https://shareok.org/handle/11244/803
    [Google Scholar]
  4. Carton, D.
    (1981) Situational learning modules for the adult education foreign language course. The Modern Language Journal, 65(4), 383–386. JSTOR. doi:  10.1111/j.1540‑4781.1981.tb00996.x
    https://doi.org/10.1111/j.1540-4781.1981.tb00996.x [Google Scholar]
  5. Chen, T.
    (2019) Joint contributions of multilevel linguistic knowledge to character meaning retention in L2 Chinese. Journal of Psycholinguistic Research, 48(1), 129–143. doi:  10.1007/s10936‑018‑9594‑3
    https://doi.org/10.1007/s10936-018-9594-3 [Google Scholar]
  6. Cheng, C.-C.
    (1977) In defense of teaching simplified characters. Journal of Chinese Linguistics, 5(2), 314–341. JSTOR.
    [Google Scholar]
  7. Creswell, J. W.
    (2014) Research design: Qualitative, quantitative, and mixed methods approaches (4th ed). SAGE Publications.
    [Google Scholar]
  8. Creswell, J. W., & Poth, C. N.
    (2018) Qualitative inquiry & research design: Choosing among five approaches (Fourth edition). SAGE.
    [Google Scholar]
  9. Denzin, N. K., & Lincoln, Y. S.
    (Eds.) (1998) Strategies of qualitative inquiry. Sage Publications.
    [Google Scholar]
  10. Ehrman, M., & Oxford, R.
    (1990) Adult language learning styles and strategies in an intensive training setting. The Modern Language Journal, 74(3), 311–327. JSTOR. doi:  10.1111/j.1540‑4781.1990.tb01069.x
    https://doi.org/10.1111/j.1540-4781.1990.tb01069.x [Google Scholar]
  11. Everson, M. E.
    (1998) Word recognition among learners of Chinese as a foreign language: Investigating the relationship between naming and knowing. Modern Language Journal, 82(2), 194–204. doi:  10.1111/j.1540‑4781.1998.tb01192.x
    https://doi.org/10.1111/j.1540-4781.1998.tb01192.x [Google Scholar]
  12. Feldman, L. B., & Siok, W. W. T.
    (1999) Semantic radicals in phonetic compounds: Implications for visual character recognition in Chinese. InJ. Wang, A. W. Inhoff, & H.-C. Chen (Eds.), Reading Chinese script: A cognitive analysis. Lawrence Erlbaum Associates, Publishers.
    [Google Scholar]
  13. Giovanni, F. B. d’Arcais
    (1994) Order of strokes writing as a cue for retrieval in reading Chinese characters. European Journal of Cognitive Psychology, 6(4), 337–355. doi:  10.1080/09541449408406519
    https://doi.org/10.1080/09541449408406519 [Google Scholar]
  14. Glaser, B. G., & Strauss, A. L.
    (1967) The discovery of grounded theory: Strategies for qualitative research. Aldine Transaction. www.sxf.uevora.pt/wp-content/uploads/2013/03/Glaser_1967.pdf
    [Google Scholar]
  15. Ho, C. S.-H., & Bryant, P.
    (1997) Learning to read Chinese beyond the logographic phase. Reading Research Quarterly, 32(3), 276–289. JSTOR. 10.1598/RRQ.32.3.3
    https://doi.org/10.1598/RRQ.32.3.3 [Google Scholar]
  16. Knowles, M. S., Holton, E. F., & Swanson, R. A.
    (2005) The adult learner: The definitive classic in adult education and human resource development (6th ed). Elsevier. 10.4324/9780080481913
    https://doi.org/10.4324/9780080481913 [Google Scholar]
  17. Kuo, M.-L. A., & Hooper, S.
    (2004) The effects of visual and verbal coding mnemonics on learning Chinese characters in computer-based instruction. Educational Technology Research and Development, 52(3), 23–34. doi:  10.1007/BF02504673
    https://doi.org/10.1007/BF02504673 [Google Scholar]
  18. Ma Yue 马跃
    (2020) Contrastive linguistic approaches as a key to dilute the stereotype of Chinese as a superhard language. Chinese as a Second Language Research, 9(2), 313–336. doi:  10.1515/caslar‑2020‑0012
    https://doi.org/10.1515/caslar-2020-0012 [Google Scholar]
  19. MacNaughton, W., & Li, Y.
    (1999) Reading and writing Chinese: A guide to the Chinese writing system ; the student’s 1,020 list, the official 2,000 list (Rev. ed., 2. pr). Tuttle.
    [Google Scholar]
  20. McGinnis, S.
    (1997) Tonal spelling versus diacritics for teaching pronunciation of Mandarin Chinese. The Modern Language Journal, 81(2), 228–236. JSTOR. doi:  10.1111/j.1540‑4781.1997.tb01178.x
    https://doi.org/10.1111/j.1540-4781.1997.tb01178.x [Google Scholar]
  21. Merriam, S. B.
    (Ed.) (2007) Non-Western perspectives on learning and knowing. Krieger Publishing Company.
    [Google Scholar]
  22. Merriam, S. B., & Bierema, L. L.
    (2014) Adult learning: Linking theory and practice (First edition). Jossey-Bass, a Wiley brand.
    [Google Scholar]
  23. Packard, J. L.
    (1990) Effects of time lag in the introduction of characters into the Chinese language curriculum. The Modern Language Journal, 74(2), 167–175. JSTOR. doi:  10.1111/j.1540‑4781.1990.tb02562.x
    https://doi.org/10.1111/j.1540-4781.1990.tb02562.x [Google Scholar]
  24. Romagnoli, C., & Conti, S.
    (2019) How and how much? Vocabulary learning strategies and vocabulary size in CFL. Chinese as a Second Language, 54(2), 93–121.
    [Google Scholar]
  25. She, H. H., & Ke, C.
    (2007) Radical awareness and word acquisition among nonnative learners of Chinese. Modern Language Journal, 91(1), 97–111. doi:  10.1111/j.1540‑4781.2007.00511.x
    https://doi.org/10.1111/j.1540-4781.2007.00511.x [Google Scholar]
  26. Shen, H. H.
    (2005) An investigation of Chinese-character learning strategies among non-native speakers of chinese. System, 33(1), 49–68. doi:  10.1016/j.system.2004.11.001
    https://doi.org/10.1016/j.system.2004.11.001 [Google Scholar]
  27. (2013) Chinese L2 literacy development: Cognitive characteristics, learning strategies, and pedagogical interventions. Language and Linguistics Compass, 7(7), 371–387. doi:  10.1111/lnc3.12034
    https://doi.org/10.1111/lnc3.12034 [Google Scholar]
  28. Strauss, A. L., & Corbin, J. M.
    (1991) Basics of qualitative research: Grounded theory procedures and techniques (3. printing). Sage.
    [Google Scholar]
  29. Taylor, I., & Olson, D. R.
    (2012) Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters. Springer Science & Business Media.
    [Google Scholar]
  30. Walker, G. L. R.
    (1989) Intensive Chinese curriculum: The EASLI model. Journal of the Chinese Language Teachers Association, 24(2), 43–83.
    [Google Scholar]
  31. Wang, L.
    (2014) The effects of single and dual coded multimedia instructional methods on Chinese character learning. Chinese as a Second Language Research; Berlin, 3(1), 1–25. doi:  10.1515/caslar‑2014‑0001
    https://doi.org/10.1515/caslar-2014-0001 [Google Scholar]
  32. Wlodkowski, R. J., & Ginsberg, M. B.
    (2017) Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons.
    [Google Scholar]
  33. Xing, J. Z.
    (2006) Teaching and learning Chinese as a foreign language: A pedagogical grammar (Vol.1). Hong Kong University Press. web.a.ebscohost.com.ezproxy.biola.edu/ehost/ebookviewer/ebook/ZTAwMHhuYV9fMzIxOTk4X19BTg2?sid=d4f85aca-bbd0-4c42-a9ef-d2182fec9674@sessionmgr4009&vid=0&format=EB&rid=1
    [Google Scholar]
  34. Xu, Y., Chang, L.-Y., & Perfetti, C. A.
    (2014) The effect of radical-based grouping in character learning in Chinese as a foreign language: The effect of radical-based grouping in character. The Modern Language Journal, 98(3), 773–793. doi:  10.1111/modl.12122
    https://doi.org/10.1111/modl.12122 [Google Scholar]
  35. Yang, L., & Zhao, Z.
    (2018) Profiling L2 writing development: The case of CFL learners in intermediate classes. Chinese as a Second Language Research; Berlin, 7(2), 221–247. doi:  10.1515/caslar‑2018‑0009
    https://doi.org/10.1515/caslar-2018-0009 [Google Scholar]
  36. Zahradníková, M.
    (2016) A qualitative inquiry of character learning strategies by Chinese L2 beginners. Chinese as a Second Language, 51(2), 117–137. doi:  10.1075/csl.51.2.01zah
    https://doi.org/10.1075/csl.51.2.01zah [Google Scholar]
  37. Zhou, J.
    (2018) Component skills of reading among learners of Chinese as a second language [Ph.D., University of Hawai’i at Manoa]. https://www.proquest.com/pqdtglobal/docview/2113513653/abstract/929FF7A5F0A7442EPQ/7
    [Google Scholar]
/content/journals/10.1075/csl.21011.wal
Loading
/content/journals/10.1075/csl.21011.wal
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error