Implicit use of radicals in learning characters for nonnative learners of Chinese

Applied Psycholinguistics - Tập 37 Số 3 - Trang 507-527 - 2016
Jie Zhang1, Hong Li2, Qiong Dong3, Jie Xu4, ELIZABETH SHOLAR1
1Western Kentucky University,
2Beijing Normal University
3Anhui University
4Florida State University

Tóm tắt

ABSTRACTThis study investigated whether beginning nonnative learners of Chinese can use phonological and semantic information of radicals to learn the sounds and meanings of new Chinese characters. Thirty-four seventh- and eighth-grade American adolescents, who received intensive Chinese instruction for one semester, were taught 16 compound pseudocharacters paired with novel pictures over three learning trials. After each learning trial, students were asked to produce the sounds and meanings of pseudocharacters in which semantic transparency and phonetic regularity of radicals were manipulated. Results showed a facilitation effect of transparent semantic radicals in learning character meanings in early trials. There was a trend that students learned to read regular and transparent characters better than irregular and opaque characters. The ability to learn orthography–pronunciation association uniquely predicted Chinese word reading after controlling for semantic and phonetic radical knowledge. These findings suggest a predominant use of semantic strategies and the importance of orthography to phonology mappings in learning to read Chinese for beginning nonnative learners of Chinese.

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Thông tin xuất bản

Applied Psycholinguistics

Tập 37 Số 3

507-527

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