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 words. Not only that, Chinese is one more tonal language with four different tones, commonly marked with accent marks, and whenever unmarked represents the neutral tone. The accent marks are only available using furniture that is 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 valid. The third tone sh can mean history or to start or to cause. Finally tone sh can mean yes or room or matter. In essence, are usually many similar sounds with assorted meanings. As a matter 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, which is composed of two-character for wood, is pronounced lin. Although in this example the pronunciation can’t be related, the concept of the characters may possibly. On the contrary, when the pronunciation can be related due to similar root character, the meanings are not necessarily related.
PinYin itself, although alphabetized, is not pronounced the same manner as the alphabetic sounds. There are unfamiliar sounds because u with an umlaut () that sounds like a combination of I and u. Like all things unfamiliar, it typically causes uncertainty and issue. Thus, knowing the challenges learners face is the very step in devising effective learning strategies that directly affect their language satisfaction.
The Strategies Would once Learn Chinese Characters
Prof Ko-Yin Sung of Chinese Language Study from Utah State university conducted a search amongst non-heritage, non-Asian Chinese language learners and uncovered interesting results may help future learners in forming an effective study blueprint. Her study revolves all through most used Chinese character learning strategies and how those strategies affect the learners’ ability in understanding and producing the sound and the writing of this Chinese character types.
The study finds that among very best twenty most often used strategies, eight from them are dealing with when a personality 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 is implemented in context.
4. Noting the tone and associating it with pinyin.
5. Observing the character and stroke order.
6. Visualising the figure.
7. Listening to the explanation of the smoothness.
8. Associating the character with previously learned design.
The next six strategies are formerly 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 fresh character is used preceding.
12. Trying to discover how to say hi in mandarin intensive testing . used in conversation.
13. Using the character in sentences by mouth.
14. Asking how the character could be taken in sentences.
However, learning strategies start to diminish beyond those two learning concentrations. There are only three strategies used in memorising newly learned character.
15. Saying and writing the character at the same time.
16. Saying and picturing the character in mind.
17. Due to the sound, visualising the character shape and meaning.
And there is only one strategy used in 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 occasions when.
20. Reading over notes, example sentences and the textbook.
Of the twenty strategies mentioned above, four are simply just to be most significant in increasing learner’s skills of speaking, listening, reading, and writing of the actual characters. The 4 strategies are:
Writing the characters down
Observing the stroke order
Making association with a similar character
Saying and writing the type repeatedly
A research by Stice in 1987 showed that students only retained 10% of the things learned from what they read, 26% from the things they hear, and 30% from what they see. While studying modes are combined, a primary improvement to learn retention is noted. Learning retention jumped to 50% when seeing and hearing are combined, and even higher at 70% when students the materials these kind of are learning, and learning retention is in the highest at 90% when students repeat the materials these kinds of are learning simply because they do a single. Simply reading the characters aren’t enough. Learners must associate the sound with the characters, develop a connection with the characters to make them memorable, and practice recalling the newly learned characters.
Study means that recalling new characters learned improves learning retention and reinforces getting to grips with. One way work with this is actually using an app for example The Intelligent Flashcards. This particular flashcard app is designed for the New Practical Chinese Reader textbooks, making it convenient to review characters created from chapters. Also does it show stroke order animation, it is also accompanied by native speaker sound files, making this app so significantly more convenient that another app while Anki. With Anki, although user will add personal notes on it, the sound file isn’t available and should be imported through another app.
Another important learning process to incorporate is observing the actual characters are usually employed in context. This can be done by observing real-life conversations to supplement the textbook and audio tracks conversation. It is interesting to note that university students studied in the abovementioned research were often unwilling to adopt the educational strategies recommended by the instructors, for instance watching Chinese TV shows or listening Chinese songs. There could be many causes this. The style of the shows or songs usually will not appeal on the learners.
Associated with this program is not quite as convenient. And even if the shows could possibly be accessed online, rarely are they subtitled in either both Chinese and English which makes the shows more helpful to beginner learners in receiving the language. Also, most of this very popular Chinese Tv shows fall in the historical genre, which is often a favourite among the Chinese, regarding The Empress of Cina. However, the language spoken in this type of TV show is much more complex compared to a contemporary spoken Chinese.