1887
Volume 29, Issue 1
  • ISSN 0142-5471
  • E-ISSN: 1569-979X
USD
Buy:$35.00 + Taxes

Abstract

Abstract

The ability to accurately write Chinese characters is vital for those learning Chinese as a second language, and writing Chinese is an indispensable part of writing Chinese characters. This study investigates how Visual Instructions (VIs) influence the effectiveness of writing Chinese by beginners. First, a visual survey was conducted to explore the various visual formats currently used for instructing the writing of Chinese. Then, the effectiveness of VIs for writing practice and writing recall was examined. The results showed that arrows and color hints in stroke-by-stroke VIs significantly increased the effectiveness of VIs for both writing practice and recall.

Loading

Article metrics loading...

/content/journals/10.1075/idj.21009.tia
2024-04-23
2024-12-08
Loading full text...

Full text loading...

References

  1. Anqi, D., Jin, L. & Chen, X.
    (2010) Discover China Student Book One. Macmillan Education.
    [Google Scholar]
  2. Banno, E., Ikeda, Y., Shinagawa, C., Tajima, K., & Tokashiki, K.
    (2009) Kanji Look and Learn. The Japan Times.
    [Google Scholar]
  3. Bunkyosha
    Bunkyosha (2017) Poop Themed Kanji Study Workbook. Bunkyosha.
    [Google Scholar]
  4. Chang, W.
    (2016) Chinese Radicals-Learn 102 High – frequency Radicals Quickly with Memory Tricks. Amazon Kindle.
    [Google Scholar]
  5. Chen, H.-C., Hsu, C.-C., Chang, L.-Y., Lin, Y.-C., Chang, K.-E., & Sung, Y.-T.
    (2013) Using a radical derived character e-learning platform to increase learner knowledge of Chinese characters. Language Learning & Technology, 17(1), 89–106.
    [Google Scholar]
  6. Daiso
    Daiso (2014) Hiragana Katakana Kanji Textbook Japanese Book School Workbook Language Basic. Daiso-shuppan.
    [Google Scholar]
  7. Field, A. & Hole, G.
    2002How to design and report experiments. London: Sage Publications.
    [Google Scholar]
  8. Gakken
    Gakken (Ed.) (2012) Kanji Learn Japanese Writing Middle School Textbook Workbook. Gakken.
    [Google Scholar]
  9. Gakken
    Gakken (2018) Kanji 1026 cards learned by Japanese elementary school students. The Japan Times.
    [Google Scholar]
  10. Greenwood, E.
    (2014) Fun and Easy Chinese. Noodle Publishing.
    [Google Scholar]
  11. Hirzel, J., Evan, Cathy, & Ivy
    (2007) Lenaia. Learn Chinese Visually, Systematically and Easily with Lenaia. www.lenaia.com/
    [Google Scholar]
  12. Ho, C. S.-H., & Bryant, P.
    (1997) Learning to read Chinese beyond the logographic phase. Reading Research Quarterly, 32(3), 276–289. 10.1598/RRQ.32.3.3
    https://doi.org/10.1598/RRQ.32.3.3 [Google Scholar]
  13. Horn, R. E.
    (1998) Visual Language: Global Communication for the 21st Century. MacroVU, Incorporated.
    [Google Scholar]
  14. Horton, W.
    (1993) The almost universal language: Graphics for international documents. Technical Communication, 682–693.
    [Google Scholar]
  15. Jin, H.-G.
    (2003) Empirical evidence on character recognition in multimedia Chinese tasks. Concentric: Studies in Linguistics, 29(2), 36–58.
    [Google Scholar]
  16. Kong & Park
    Kong & Park (2018) Your First Hanja Guide.
    [Google Scholar]
  17. Li, Y. S., & Song, J.
    (2008) Chinese Radicals for Beginners-workbook. CreateSpace Independent Publishing Platform.
    [Google Scholar]
  18. Ling, L. P., & Jaganathan, P.
    (2014) Knowledge and Perception of Stroke Order among Chinese-as-a Foreign Language Students in a Malaysian University. International Journal of Education and Research, 2(11), 147–160.
    [Google Scholar]
  19. Lipton, R.
    (2011) The practical guide to information design. John Wiley & Sons.
    [Google Scholar]
  20. Lu, J.
    (2016) Chinese for Beginners-Chinese character workbook. Beijing Language and Culture University Press.
    [Google Scholar]
  21. Matthews, A., & Matthews, L.
    (2007) Learning Chinese Characters: HSK Level A: a Revolutionary New Way to Learn and Remember the 800 Most Basic Chinese Characters. Tuttle Pub.
    [Google Scholar]
  22. Mijksenaar, P.
    (1997) Visual function: An introduction to information design (Vol. 1). 010 Publishers.
    [Google Scholar]
  23. National Language Committee (Ed.)
    National Language Committee (Ed.) (1997) Modern Chinese General stroke order standard. Yu Wen Press.
    [Google Scholar]
  24. Olurinola, O., & Tayo, O.
    (2015) Colour in Learning: Its Effect on the Retention Rate of Graduate Students. Journal of Education and Practice, 6(14), 1–5.
    [Google Scholar]
  25. Pettersson, R.
    (2010) Information design-principles and guidelines. Journal of Visual Literacy, 29(2), 167–182. 10.1080/23796529.2010.11674679
    https://doi.org/10.1080/23796529.2010.11674679 [Google Scholar]
  26. (2013) Basic ID-concepts. Institute for infology.
    [Google Scholar]
  27. (2014) Information design theories. Journal of Visual Literacy, 33(1), 1–96. 10.1080/23796529.2014.11674713
    https://doi.org/10.1080/23796529.2014.11674713 [Google Scholar]
  28. (2015) Information Design 4 Graphic Design. Institute for infology. https://www.scribd.com/document/405555629/Pettersson-Rune-ID4-Graphic-Design-pdf
    [Google Scholar]
  29. (2019) Using Images. Institute for infology. https://www.researchgate.net/publication/335970627_5_Using_Images
    [Google Scholar]
  30. Richardson, J. T.
    (2018) The use of Latin-square designs in educational and psychological research. Educational Research Review, 241, 84–97. 10.1016/j.edurev.2018.03.003
    https://doi.org/10.1016/j.edurev.2018.03.003 [Google Scholar]
  31. Shen, H. H., & Ke, C.
    (2007) Radical awareness and word acquisition among nonnative learners of Chinese. The Modern Language Journal, 91(1), 97–111. 10.1111/j.1540‑4781.2007.00511.x
    https://doi.org/10.1111/j.1540-4781.2007.00511.x [Google Scholar]
  32. Stout, T. G., & Hakone, K.
    (2016) Japanese Kanji for Beginners. Tuttle Publishing.
    [Google Scholar]
  33. Swihart, D.-A. W.
    (2007) Success with Chinese: A Communicative Approach for Beginners: Reading & Writing. Level 1. Cheng & Tsui.
    [Google Scholar]
  34. Tinsley, T., & Board, K.
    (2013) Languages for the future.
    [Google Scholar]
  35. (2017) Languages for the future.
    [Google Scholar]
  36. University of Tokyo Kanji Research Group
    University of Tokyo Kanji Research Group (2015) Essential Japanese Kanji. Tuttle Publishing.
    [Google Scholar]
  37. Wang, Z.
    (2014) ChineseSkill Learn Chinese on the Go. https://twitter.com/ChineseSkill
  38. Winn, W.
    (1993) Perception principles. Instructional Message Design: Principles from the Behavioral and Cognitive Sciences, 55–126.
    [Google Scholar]
  39. XiaoXiang Hanzi
    XiaoXiang Hanzi (2017) ZiKe. Zhejiang Literature and Art Publishing House.
    [Google Scholar]
  40. 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 Modern Language Journal, 98(3), 773–793.
    [Google Scholar]
  41. Xu, Y., Chang, L.-Y., Zhang, J., & Perfetti, C. A.
    (2013) Reading, writing, and animation in character learning in Chinese as a foreign language. Foreign Language Annals, 46(3), 423–444. 10.1111/flan.12040
    https://doi.org/10.1111/flan.12040 [Google Scholar]
  42. Zhang, H.
    (2014) A review of stroke order in hanzi handwriting. Language Learning in Higher Education, 4(2), 423–440. 10.1515/cercles‑2014‑0022
    https://doi.org/10.1515/cercles-2014-0022 [Google Scholar]
/content/journals/10.1075/idj.21009.tia
Loading
/content/journals/10.1075/idj.21009.tia
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): arrows; color hints; effectiveness; Visual Instructions; writing Chinese
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