Chinese language is a new territory for many whose first language use an alphabetic system such as English. Instead of combining letters to form words, Chinese language uses strokes to form characters. The commonly used Chinese characters alone contain 3000 things. Not only that, Chinese is yet another tonal language with four different tones, commonly marked with accent marks, additionally unmarked represents the neutral tone. The accent marks are only available unfavorable PinYin to represent the pronunciation. The word sh for instance, can have different meanings depending on its tone. The first tone sh can mean poetry or wet or teacher. The second tone sh can mean ten or time or genuine. The third tone sh can mean history or to start or to cause. The fourth tone sh can mean yes or room or matter. In essence, there are many similar sounds with different meanings. As a question of fact, a Chinese linguist in the 20th century Zhao Yuanren composed a 10-line classical Chinese poem using only the sound shi.
Next, it isn’t always possible to guess the pronunciation of a characteristics. The character for wood, for instance, is pronounced mu. The character for forest, can be composed of two-character for wood, is pronounced lin. Although in this example the pronunciation simply can’t be related, the concept the characters are able to. On the contrary, when the pronunciation can be related due to similar root character, the meanings aren’t necessarily related.
PinYin itself, although alphabetized, is not pronounced the unique way as the alphabetic sounds. There are unfamiliar sounds for example u with an umlaut () that sounds like a program of I and u. Like every item and fixture unfamiliar, it can cause uncertainty and issue. Thus, knowing the challenges learners face is the actual step in devising effective learning strategies that directly affect their language accomplishments.
The Strategies Once Learn Chinese Characters
Prof Ko-Yin Sung of Chinese Language Study from Utah State university conducted a groundwork amongst non-heritage, non-Asian Chinese language learners and uncovered interesting results could be help future learners in forming a highly effective study plan. Her study revolves around the most frequently used Chinese character learning strategies and how those strategies affect the learners’ ability in understanding and producing the sound and the writing in the Chinese emails.
The study finds that among greatest twenty most important used strategies, eight of these are springing out of when a character is first introduced to learners. These include:
1. Repeating the character several times aloud or silently.
2. Writing the character down.
3. Noting how the character is utilized for context.
4. Noting the tone and associating it with pinyin.
5. Observing the character and stroke order.
6. Visualising the element.
7. Listening to the explanation of the character.
8. Associating the character with previously learned nature.
The next six strategies are used to increase learners’ understanding among the newly introduced character.
9. Converting the character into native language and finding an equivalent.
10. Looking in the textbook or dictionary.
11. Checking if brand new character already been used a long time ago.
12. Learning how to say hello in chinese they are used in conversation.
13. When using the character in sentences by mouth.
14. Asking how the could be used in phrases.
However, learning strategies commence to diminish beyond those two learning concentrations. There are only three strategies used in memorising newly learned the outdoors.
15. Saying and writing the character at one time.
16. Saying and picturing the character in mindset.
17. Due to sound, visualising the character shape and meaning.
And presently there only one strategy discovered practising new characters.
18. Making sentences and writing them out.
And new characters are reviewed with these two strategies only.
19. Writing the characters many time intervals.
20. Reading over notes, example sentences and the textbook.
Of the twenty strategies mentioned above, four tend to be found to be most significant in increasing learner’s skills of speaking, listening, reading, and writing of fresh characters. Normal strategies are:
Writing the characters down
Observing the stroke order
Making association with a similar character
Saying and writing the character repeatedly
A research by Stice in 1987 showed that students only retained 10% of how they learned from what they read, 26% from whatever hear, and 30% from what they see. When learning modes are combined, a primary improvement in learning retention is noted. Learning retention jumped to 50% when seeing and hearing are combined, and even higher at 70% when students repeat the materials these kind of are learning, and learning retention is in the highest at 90% when students say the materials these kinds of are learning though they do anything. Simply reading the characters are not enough. Learners must associate the sound with the characters, develop a connection that isn’t characters come up with them memorable, and practice recalling the newly learned characters.
Study shows that recalling new characters learned improves learning retention and reinforces understanding the concepts of. One way learn the correct this is actually using an app such as The Intelligent Flashcards. This particular flashcard app is planned for the New Practical Chinese Reader textbooks, making it convenient to review characters based on chapters. Also does it show stroke order animation, it one more accompanied by native speaker sound files, making this app so significantly more convenient that another app regarding example Anki. With Anki, although user can add personal notes on it, the sound file isn’t available and must be imported through another app.
Another important learning answer to incorporate is observing how the characters are widely used in context. This can do by observing real-life conversations to grow the textbook and audio recordings conversation. Usually interesting to note that university students studied typically the abovementioned research were hesitant to adopt the learning strategies recommended by the instructors, for example watching Chinese TV shows or listening Chinese movies. There could be many reasons for this. The fashion of the shows or songs cannot appeal to the learners.
Access to this program is considerably less convenient. Or if the shows might be accessed online, rarely is it subtitled in both Chinese and English which would make the shows more necessary to beginner learners in receiving the language. Also, most of the very popular Chinese Television fall in the historical genre, which is often a favourite one of several Chinese, with regard to The Empress of China. However, the language spoken in this type of TV show is much more complex than the contemporary spoken Chinese.