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 additionally tonal language with four different tones, commonly marked with accent marks, and when 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. Last tone sh can mean yes or room or matter. In essence, couple options many similar sounds distinctive meanings. As a a couple 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 character. The character for wood, for instance, is pronounced mu. The character for forest, which usually composed of two-character for wood, is pronounced lin. Although in this example the pronunciation can not related, the meaning of the characters would be 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 same manner as the alphabetic sounds. There are unfamiliar sounds because u with an umlaut () that sounds like a program of I and u. Like everything unfamiliar, it leads to uncertainty and fright. Thus, knowing the challenges learners face is the very 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 Expenses hikes conducted a search amongst non-heritage, non-Asian Eastern learners and uncovered interesting results which could help future learners in forming a good study procedure. Her study revolves all through most used often Chinese character learning strategies and how those strategies affect the learners’ ability in understanding and producing the sound and the writing on the Chinese personas.
The study finds that among leading twenty most regularly used strategies, eight from them are related to 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 mood.
7. Learning the explanation of the smoothness.
8. Associating the character with previously learned identity.
The next six strategies are which is used to increase learners’ understanding from 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 the actual character is used previously.
12. Trying to find out how to say hello in chinese they are used in conversation.
13. While using character in sentences by mouth.
14. Asking how the could double in words.
However, learning strategies tossing the second diminish beyond those two learning concentrations. There are only three strategies moved to memorising newly learned temperament.
15. Saying and writing the character at once.
16. Saying and picturing the character in your head.
17. Given the sound, visualising the character shape and meaning.
And nevertheless only one strategy utilized for 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 years.
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 the characters. A few strategies are:
Writing the characters down
Observing the stroke order
Making connection to 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. When studying modes are combined, a primary improvement in mastering retention is noted. Learning retention jumped to 50% when seeing and hearing are combined, and even higher at 70% when students say the materials yet learning, and learning retention is at the highest at 90% when students the materials considerable learning as they do a single. Simply reading the characters are not enough. Learners must associate the sound with the characters, develop a connection the brand new characters come up with them memorable, and practice recalling the newly learned characters.
Study means that recalling new characters learned improves learning retention and reinforces understanding. One way to practice this will be by using an app such as The Intelligent Flashcards. This specific unit flashcard app is manufactured for the New Practical Chinese Reader textbooks, making it convenient evaluation characters on such basis as chapters. Not only does it show stroke order animation, it furthermore accompanied by native speaker sound files, making this app so significantly more convenient that another app with regard to 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 approach to incorporate is observing how the characters are used in situation. This can do by observing real-life conversations to add to the textbook and audio tracks conversation. The time interesting to make note of that trainees studied on the inside abovementioned research were unwilling to adopt the educational strategies recommended by the instructors, such as watching Chinese TV shows or listening Chinese popular music. There could be many reasons that generate this. The style of the shows or songs could not appeal on the learners.
To be able to this program is not quite as convenient. Also if the shows might be accessed online, rarely are they subtitled either in both Chinese and English which would make the shows more necessary to beginner learners in having the language. Also, most among the very popular Chinese Television fall in the historical genre, which is often a favourite among the Chinese, regarding The Empress of China. However, the language spoken in this particular type of TV show is good deal more complex as opposed to a contemporary spoken Chinese.