Chinese language is an unfamiliar 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 approach. Not only that, Chinese is along with a tonal language with four different tones, commonly marked with accent marks, and whenever 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 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, couple options many similar sounds with various 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 mother nature herself. The character for wood, for instance, is pronounced mu. The character for forest, could be composed of two-character for wood, is pronounced lin. Although in this example the pronunciation cannot 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 are not necessarily related.
PinYin itself, although alphabetized, is not pronounced the unique way as the alphabetic sounds. There are unfamiliar sounds pertaining to instance u with an umlaut () that sounds like a combination of I and u. Like everything unfamiliar, it typically causes uncertainty and fearfulness. Thus, knowing the challenges learners face is the actual step in devising effective learning strategies that directly affect their language achievement.
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 Far east learners and uncovered interesting results may be help future learners in forming a complete study blueprint. Her study revolves round most 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 the top twenty most frequently used strategies, eight from them are most typically associated 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 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.
8. Associating the character with previously learned nature.
The next six strategies are formerly increase learners’ understanding for this newly introduced character.
9. Converting the character into native language and finding a similar.
10. Looking in the textbook or dictionary.
11. Checking if the new character been recently used preceding.
12. Finding out how they are used in conversation.
13. When using the character in sentences by mouth.
14. Asking how the character could be utilized in phrases.
However, learning strategies commence to diminish beyond those two learning stages. There are only three strategies implemented in memorising newly learned character.
15. Saying and writing the character at duration.
16. Saying and picturing the character in memory.
17. With the sound, visualising the character shape and meaning.
And hard work only one strategy for the practising new characters.
18. Making sentences and writing them out.
And new characters are reviewed brand-new types of two strategies only.
19. Writing the characters many times.
20. Reading over notes, example sentences and the textbook.
Of the twenty strategies mentioned above, four are simply to be most significant in increasing learner’s skills of speaking, listening, reading, and writing of the characters. A few strategies are:
Writing the characters down
Observing the stroke order
Making association with a similar character
Saying and writing the smoothness repeatedly
A research by Stice in 1987 showed that students only retained 10% of what they learned from what they read, 26% from the things they hear, and 30% from what they see. When studying modes are combined, a significant improvement to learn retention is noted. Learning retention jumped to 50% when seeing and hearing are combined, and even higher at 70% when students say the materials they are learning, and learning retention is in the highest at 90% when students the materials they are learning though they do anything. Simply reading the characters aren’t enough. Learners must associate the sound with the characters, develop a connection is not characters to create them memorable, and practice recalling the newly learned characters.
Study shows that recalling new characters learned improves learning retention and reinforces understanding. One way work with this can be using an app since The Intelligent Flashcards. Additionally flashcard app is suited for the New Practical Chinese Reader textbooks, making it convenient evaluation characters created from chapters. Not necessarily does it show stroke order animation, it one more accompanied by native speaker sound files, making this app a great dea of more convenient that another app with regard to Anki. With Anki, although user may add personal notes on it, the sound file isn’t available and should be imported through another app.
Another important learning method to incorporate is observing how to say hi in chinese a characters tend to be in circumstance. This can performed by observing real-life conversations to assist the textbook and audio tracks conversation. It is interesting to notice that university students studied in the abovementioned research were reluctant to adopt the educational strategies recommended by the instructors, such as watching Chinese TV shows or listening Chinese song selections. There could be many reasons that generate this. The design and style of the shows or songs may not appeal to your learners.
Associated with this program is not quite as convenient. Instances if the shows might accessed online, rarely a tick subtitled either in both Chinese and English which will make the shows more beneficial to beginner learners in having the language. Also, most of the very popular Chinese Tv shows fall into the historical genre, which is often a favourite on the list of Chinese, with regard to The Empress of Asia. However, the language spoken in this particular type of TV show is good deal more complex compared to a contemporary spoken Chinese.