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 approach. Not only that, Chinese is along with a tonal language with four different tones, commonly marked with accent marks, many years . unmarked represents the neutral tone. The accent marks are only available when using 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 true. 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 of different methods many similar sounds with assorted 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 is not 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 concise explaination the characters can. 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 such as u with an umlaut () that sounds like a plan of I and u. Like as much as possible unfamiliar, it can cause uncertainty and fear. Thus, knowing the challenges learners face is the most important step in devising effective learning strategies that directly affect their language satisfaction.
The Strategies Previously Learn Chinese Characters
Prof Ko-Yin Sung of Chinese Language Study from Utah State university conducted a hunt amongst non-heritage, non-Asian Chinese language learners and uncovered interesting results may help future learners in forming an effective study plan. Her study revolves concerning the most frequently employed Chinese character learning strategies and how those strategies affect the learners’ ability in understanding and producing the sound and the writing on the Chinese emails.
The study finds that among leading twenty most regularly used strategies, eight regarding 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 character is used in context.
4. Noting the tone and associating it with pinyin.
5. Observing the character and stroke order.
6. Visualising the mood.
7. Listening to the explanation of the smoothness.
8. Associating the character with previously learned individuality.
The next six strategies are which is used to increase learners’ understanding belonging to the 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 character has been used early.
12. Learning how to say hello in chinese intensive testing . used in conversation.
13. While using character in sentences by mouth.
14. Asking how the character could double in words.
However, learning strategies commence to diminish beyond those two learning stages. There are only three strategies moved to memorising newly learned avatar.
15. Saying and writing the character at the same time.
16. Saying and picturing the character in mindset.
17. Due to sound, visualising the character shape and meaning.
And tend to be : only one strategy applied in 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 time intervals.
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 fresh characters. The 4 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 what ever learned from what they read, 26% from anything 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 repeat the materials they are learning, and learning retention is at the highest at 90% when students say the materials these kinds of are learning simply because they do the one thing. Simply reading the characters are not enough. Learners must associate the sound with the characters, develop a connection that isn’t characters to make them memorable, and practice recalling the newly learned characters.
Study shows that recalling new characters learned improves learning retention and reinforces comprehending. One way learn the correct this is by using an app for instance The Intelligent Flashcards. This specific unit flashcard app is planned for the New Practical Chinese Reader textbooks, making it convenient to review characters created from chapters. Also does it show stroke order animation, it one other accompanied by native speaker sound files, making this app the more convenient that another app such as Anki. With Anki, although user could 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 your characters tend to be in situation. This can be done by observing real-life conversations to assist the textbook and audio files conversation. Usually interesting to notice that pupils studied typically the abovementioned research were not wanting to adopt the educational strategies recommended by the instructors, because watching Chinese TV shows or listening Chinese songs. There could be many options for this. The structure of the shows or songs may not appeal to your learners.
Access to this program is not only convenient. And additionally if the shows could possibly be accessed online, rarely a tick subtitled in both Chinese and English which makes the shows more useful to beginner learners in acquiring the language. Also, most among the very popular Chinese Tv programs fall in the historical genre, which is a favourite one of several Chinese, with regard to example The Empress of Cina. However, the language spoken in this particular type of TV show is a great deal complex than the contemporary spoken Chinese.