Investigating the effect of radical-based strategies on improving foreign Chinese learners' radical awareness and character meaning production: a meta-analysis
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v5i2.1177
Abstract
This meta-analysis reviewed 11 articles regarding radical-based instruction strategies and synthesized their results to investigate the effect of radical-based strategies on improving radical awareness and character meaning production among CFL (Chinese as a Foreign Language) learners. The overall results demonstrated that radical-based instruction strategies had a significant effect associated with character meaning production. Furthermore, the differences of the effectiveness were also examined between beginning-level CFL learners and intermediate-level CFL learners.
Keywords
Chinese as a Foreign Language; Chinese character learning; radical-based strategies; radical awareness; character meaning production; meta-analysis
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[2] Qi X, Lai C. 2017. The effects of deductive instruction and inductive instruction on learners' development of pragmatic competence in the teaching of Chinese as a second language. System, 70: 26-37.
[3] Wang W, Curdt-Christiansen XL. 2016. Teaching Chinese to international students in China: Political rhetoric and ground realities. The Asia-Pacific Education Researcher, 25 (5-6):723-734.
[4] Looney D, Lusin N. 2019. Enrollments in languages other than English in United States institutions of higher education, Summer 2016 and Fall 2016: Final Report. Modern Language Association, NY 10004-1789.
[5] NOCFL. 2017. 2016 Confucius institute annual development report. Beijing: Confucius Institute Headquarters.
[6] Ministry of Education of the People's Republic of China. 2017. Statistics on the status of Chinese international students in China in 2016.
http://www.moe.gov.cn/jyb_xwfb/xw_fbh/moe_2069/xwfbh_2017n/xwfb_170301/170301_sjtj/201703/t20170301_297677.html.
[7] Chung KKH. 2002. Effective use of Hanyu Pinyin and English translations as extra stimulus prompts on learning of Chinese characters. Educational Psychology, 22(2): 149-164.
[8] Chung KKH. 2007. Presentation factors in the learning of Chinese characters: The order and position of Hanyu Pinyin and English translations. Educational Psychology, 27(1): 1-20.
[9] Shen H, Ke C. 2007. Radical awareness and word acquisition among nonnative learners of Chinese. The Modern Language Journal, 91(1): 97-111.
[10] Chen HC, Hsu CC, Chang LY, et al. 2013. Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters. Language Learning & Technology, 17(1): 89-106.
[11] Tong X, Yip JHY. 2015. Cracking the Chinese character: Radical sensitivity in learners of Chinese as a foreign language and its relationship to Chinese word reading. Reading and Writing, 28(2): 159-181.
[12] Zhang J, Li H, Dong Q, et al. 2016. Implicit use of radicals in learning characters for nonnative learners of Chinese. Applied Psycholinguistics, 37(3): 507-527.
[13] Xu Y, Chang LY, Perfetti CA. 2014. The effect of radical-based grouping in character learning in Chinese as a foreign language. The Modern Language Journal, 98(3): 773-793.
[14] Zhang Y, Li R. 2016. The role of morphological awareness in the incidental learning of Chinese characters among CSL learners. Language Awareness, 25(3): 179-196.
[15] Chen MP, Wang LC, Chen HJ, et al. 2014. Effects of type of multimedia strategy on learning of Chinese characters for non-native novices. Computers & Education, 70: 41-52.
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