Abstract
The present study investigated the influence of radical position regularity in Chinese character orthographic tasks among Chinese-as-a-second-language (CSL) learners. The role that radical position regularity plays in the learning of Chinese characters was also verified by showing the aforementioned regularity. To address this issue, two experiments were conducted using the Chinese Radical Assembly Game (CRAG). The first experiment involved 88 CSL. The participants were grouped into high and low grades according to the results of a character recognition assessment. The participants were then randomly assigned to an REG group (radical regular arrangement matrix) and an RAN group (radical random arrangement matrix). The results showed there was no difference in the orthography performance between the REG and RAN groups. However, the orthography performances of the high-grade individuals were better than those of the low-grade individuals in the REG group. The second experiment involved another 84 CSL learners. The results showed that the orthography performances of the low-grade individuals were not different than those of the high-grade individuals after giving radical position regularity to the REG. It support the effect of radical position regularity and suggest that the aforementioned regularity was helpful to CSL learners in the process of learning Chinese characters.
| Original language | English |
|---|---|
| Pages (from-to) | 402-410 |
| Number of pages | 9 |
| Journal | Computers in Human Behavior |
| Volume | 59 |
| DOIs | |
| Publication status | Published - 2016 Jun 1 |
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Keywords
- Chinese as a second language (CSL)
- Chinese radical assemble game (CRAG)
- Radical position regularity
- Second language acquisition
ASJC Scopus subject areas
- Arts and Humanities (miscellaneous)
- Human-Computer Interaction
- Psychology(all)
Cite this
Effect of radical-position regularity for Chinese orthographic skills of Chinese-as-a-second-language learners. / Hong, Jon Chao; Wu, Ching Lin; Chen, Hsueh Chih; Chang, Yu-Lin; Chang, Kuo En.
In: Computers in Human Behavior, Vol. 59, 01.06.2016, p. 402-410.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Effect of radical-position regularity for Chinese orthographic skills of Chinese-as-a-second-language learners
AU - Hong, Jon Chao
AU - Wu, Ching Lin
AU - Chen, Hsueh Chih
AU - Chang, Yu-Lin
AU - Chang, Kuo En
PY - 2016/6/1
Y1 - 2016/6/1
N2 - The present study investigated the influence of radical position regularity in Chinese character orthographic tasks among Chinese-as-a-second-language (CSL) learners. The role that radical position regularity plays in the learning of Chinese characters was also verified by showing the aforementioned regularity. To address this issue, two experiments were conducted using the Chinese Radical Assembly Game (CRAG). The first experiment involved 88 CSL. The participants were grouped into high and low grades according to the results of a character recognition assessment. The participants were then randomly assigned to an REG group (radical regular arrangement matrix) and an RAN group (radical random arrangement matrix). The results showed there was no difference in the orthography performance between the REG and RAN groups. However, the orthography performances of the high-grade individuals were better than those of the low-grade individuals in the REG group. The second experiment involved another 84 CSL learners. The results showed that the orthography performances of the low-grade individuals were not different than those of the high-grade individuals after giving radical position regularity to the REG. It support the effect of radical position regularity and suggest that the aforementioned regularity was helpful to CSL learners in the process of learning Chinese characters.
AB - The present study investigated the influence of radical position regularity in Chinese character orthographic tasks among Chinese-as-a-second-language (CSL) learners. The role that radical position regularity plays in the learning of Chinese characters was also verified by showing the aforementioned regularity. To address this issue, two experiments were conducted using the Chinese Radical Assembly Game (CRAG). The first experiment involved 88 CSL. The participants were grouped into high and low grades according to the results of a character recognition assessment. The participants were then randomly assigned to an REG group (radical regular arrangement matrix) and an RAN group (radical random arrangement matrix). The results showed there was no difference in the orthography performance between the REG and RAN groups. However, the orthography performances of the high-grade individuals were better than those of the low-grade individuals in the REG group. The second experiment involved another 84 CSL learners. The results showed that the orthography performances of the low-grade individuals were not different than those of the high-grade individuals after giving radical position regularity to the REG. It support the effect of radical position regularity and suggest that the aforementioned regularity was helpful to CSL learners in the process of learning Chinese characters.
KW - Chinese as a second language (CSL)
KW - Chinese radical assemble game (CRAG)
KW - Radical position regularity
KW - Second language acquisition
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U2 - 10.1016/j.chb.2016.02.002
DO - 10.1016/j.chb.2016.02.002
M3 - Article
VL - 59
SP - 402
EP - 410
JO - Computers in Human Behavior
JF - Computers in Human Behavior
SN - 0747-5632
ER -