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The Role of Morphological Awareness in Listening Comprehension of Chinese Blind Children: The Mediation of Vocabulary Knowledge
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In: Psychol Res Behav Manag (2021)
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The Reciprocal Relationship Between Handwriting Fluency and Spelling Accuracy in Chinese: A Longitudinal Study
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The reciprocal relation between morphological awareness and spelling in Chinese: A longitudinal study of primary school students
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In: PLoS One (2020)
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Contributions of morphological awareness and rapid automatized naming (RAN) to Chinese children’s reading comprehension versus reading fluency: evidence from a longitudinal mediation model [<Journal>]
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DNB Subject Category Language
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Teaching Semantic Radicals Facilitates Inferring New Character Meaning in Sentence Reading for Nonnative Chinese Speakers
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Abstract:
This study investigates the effects of teaching semantic radicals in inferring the meanings of unfamiliar characters among nonnative Chinese speakers. A total of 54 undergraduates majoring in Chinese Language from a university in Hanoi, Vietnam, who had 1 year of learning experience in Chinese were assigned to two experimental groups that received instructional intervention, called “old-for-new” semantic radical teaching, through two counterbalanced sets of semantic radicals, with one control group. All of the students completed pre- and post-tests of a sentence cloze task where they were required to choose an appropriate character that fit the sentence context among four options. The four options shared the same phonetic radicals but had different semantic radicals. The results showed that the pre-test and post-test score increases were significant for the experimental groups, but not for the control group. Most importantly, the experimental groups successfully transferred the semantic radical strategy to figure out the meanings of unfamiliar characters containing semantic radicals that had not been taught. The results demonstrate the effectiveness of teaching semantic radicals for lexical inference in sentence reading for nonnative speakers, and highlight the ability of transfer learning to acquire semantic categories of sub-lexical units (semantic radicals) in Chinese characters among foreign language learners.
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Keyword:
Psychology
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URL: https://doi.org/10.3389/fpsyg.2017.01846
http://www.ncbi.nlm.nih.gov/pubmed/29109694
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5660119/
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Cross-Lagged Relationships between Morphological Awareness and Reading Comprehension among Chinese Children
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The reciprocal relationship between compounding awareness and vocabulary knowledge in Chinese: a latent growth model study
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