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Developing orthographic awareness am...

Fan, Hui-Mei.

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Developing orthographic awareness among beginning Chinese language learners: Investigating the influence of beginning level textbooks.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Developing orthographic awareness among beginning Chinese language learners: Investigating the influence of beginning level textbooks./
作者:	Fan, Hui-Mei.
面頁冊數:	222 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2401.
Contained By:	Dissertation Abstracts International71-07A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409496
ISBN:	9781124070629

Developing orthographic awareness among beginning Chinese language learners: Investigating the influence of beginning level textbooks.
Fan, Hui-Mei.

Developing orthographic awareness among beginning Chinese language learners: Investigating the influence of beginning level textbooks. - 222 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2401.

Thesis (Ph.D.)--The University of Iowa, 2010.

The present study is based on the theoretical assumptions that frequency of characters and their structural components, as well as the frequency types of structural components, are important to enable learners of Chinese as a foreign language (CFL) to discover the underlying structure of Chinese characters. In the CFL context, since reliable target language input is limited largely to textbook materials and teacher instruction, it is important to more rigorously examine the inventory of Chinese characters that is typically presented in CFL textbooks.

ISBN: 9781124070629Subjects--Topical Terms:

1018115
Education, Language and Literature.

Developing orthographic awareness among beginning Chinese language learners: Investigating the influence of beginning level textbooks.
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245 1 0 $a Developing orthographic awareness among beginning Chinese language learners: Investigating the influence of beginning level textbooks.
300 $a 222 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2401.
500 $a Adviser: Michael E. Everson.
502 $a Thesis (Ph.D.)--The University of Iowa, 2010.
520 $a The present study is based on the theoretical assumptions that frequency of characters and their structural components, as well as the frequency types of structural components, are important to enable learners of Chinese as a foreign language (CFL) to discover the underlying structure of Chinese characters. In the CFL context, since reliable target language input is limited largely to textbook materials and teacher instruction, it is important to more rigorously examine the inventory of Chinese characters that is typically presented in CFL textbooks.
520 $a The purpose of this study was to systematically describe and classify Chinese characters from ten CFL textbooks designed for college and adult beginning learners. The main focus was to compare the textbooks in the following areas: explicit orthographic decomposition instruction, character frequency selection, radical combination frequency, radical semantic transparency, radical positional regularity among different character graphic structures, phonetic element reliability, and phonetic component combination frequency. To accomplish the analysis required for this study, a special character database was created. Dictionaries were used to classify character characteristics, and documented frequency lists were used to classify the character usage frequency.
520 $a The findings revealed that most textbooks rarely include explicit orthographic decomposition instruction in the vocabulary lists or lessons, while over 40% of the characters in most of the textbooks did not combine with other characters to form words. In addition, analysis of frequency lists created over time revealed that the ten textbooks generally contain many high frequency characters. Furthermore, the results indicated that 60% of the characters in the database were classified by relatively few radicals (17%), with most radicals appearing on the left side of the characters. Relatively reliable phonetic analogy groups appeared frequently. About half of the characters are semantic-phonetic compound characters. Less than 10% of the characters in the textbooks are semantic-phonetic compound characters that contain semantically transparent radicals and reliable phonetic elements.
520 $a The results of the study suggest that textbook writers should consider integrating orthographic decomposition and component frequency materials into their textbooks, as systematic instruction in textbooks is generally lacking. Teachers should also be mindful of emphasizing the high frequency characters that are consistently featured in all textbooks, as well as the frequently appearing radicals and left-right internal structure of many of the characters. In this way, students will early on develop a firm foundation of the principles governing Chinese orthography.
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650 4 $a Education, Foreign Language. $3 1064562
650 4 $a Education, Reading. $3 1017790
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710 2 $a The University of Iowa. $b Teaching & Learning. $3 1673400
773 0 $t Dissertation Abstracts International $g 71-07A.
790 1 0 $a Everson, Michael E., $e advisor
790 1 0 $a Schrier, Leslie L. $e committee member
790 1 0 $a Shen, Helen H. $e committee member
790 1 0 $a Vispoel, Walter P. $e committee member
790 1 0 $a Plakans, Lia $e committee member
790 $a 0096
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409496