Skip to main content
SpringerLink
Log in

An integrative perceptual approach for teaching Chinese characters

  • Published:
Instructional Science Aims and scope Submit manuscript

Abstract

This paper is concerned with an innovative approach to teaching Chinese characters. Traditionally, pupils learn Chinese characters by repeatedly copying them until they can reproduce their form and pronunciation from memory. Most of the characters pupils are required to learn are selected on the basis of their frequency in adult written communications rather in everyday child usage. The process takes many years and is perceived by pupils as laborious and boring. The writers of the paper developed an approach based on the phenomenographic approach to learning and on various pioneering ways of teaching Chinese characters. Learning starts with the pupils’ own language and characters are introduced and used in contexts meaningful to the pupil, attention being drawn systematically to structural features, written form and pronunciation. Characters are learnt in relational clusters, similarities and variations among related characters in the clusters being used by teachers to highlight and emphasise crucial aspects of Chinese characters and words. The learning mastered serves as a foundation for subsequent learning. After an in-depth discussion of theory and pedagogy, the writers report an investigation in four primary schools in Hong Kong that yields strong support for the efficacy of the approach.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • A mother wants to commit suicide with her son for her son’s poor academic results. (2002, January 22). Singtao Daily Newspaper

  • Anderson R.C., Gaffney J.S., Wu X., Wang C.C., Li W., Shu H., Nagy W.E., Ming X. (2002) Shared-book reading in China. In: Li W., Gaffney J., Packard J. (eds) Chinese Language Acquisition: Theoretical and Pedagogical Issues, Kluwer Academic Publishers, Amsterdam, pp. 131–155

    Google Scholar 

  • Bloomfield L. (1935). Language, Allen and Unwin, London

    Google Scholar 

  • Bowden J., Marton F. (1998). The University of Learning: Beyond Competence, Kogan, London

    Google Scholar 

  • Brown A.L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences 2: 141–178

    Article  Google Scholar 

  • Chan L., Nunes T. (2001). Explicit teaching and implicit learning of Chinese characters. In: Tolchinsky L. (ed) Developmental Aspects in Learning to Write, Kluwer Academic Publishers, Dordrecht, The Netherlands, pp. 33–53

    Google Scholar 

  • Chan, W.L. (ed.) (1995). Qisi Zhongguo Yuwen, Diyice [Oxford Chinese language, Book one]. Hong Kong: Oxford University Press (China) Co. Ltd

  • Chen, Y.P., Allport, D.A. & Marshall, J.C. (1996) What are the functional orthographic units in Chinese word recognition: The stroke or the stroke pattern? Quarterly Journal of Experimental Psychology 49A

  • Cohen, J. (1977). Statistical Power Analysis for the Behavioral Sciences (Rev. ed.). New York: Academic Press

  • Collins A. (1992). Toward a design science of education. In: Scanlon E., Shea T.O. (eds) New Directions in Educational Technology, Springer, Berlin, pp. 15–22

    Google Scholar 

  • Curlette W.L. (1987). The meta-analysis effect size calculator: A basic program for reconstructing unbiased effect sizes. Educational and Psychological Measurement 47: 107–109

    Article  Google Scholar 

  • Dai R.Q. (1998). Zhongguo neidi zhizi jiaoxiao [Teaching Chinese characters in mainland China]. In: Dai R.Q., Tse S.K., Hao J.J. (eds) Hanzi jiao yu xiao, Shandong Educational Press, Shandong, pp. 110–307

    Google Scholar 

  • Editorial Board of Central Educational Science Research Centre. (1980). Jizhong shizi jiaoxiao jingyan xuan [Experience of the teaching and learning of ‘Learning characters in cluster’].: Educational Science Publication, Beijing

    Google Scholar 

  • Editorial Board of New Asia Cultural Enterprises, eds (1995). Xiaoxue Zhongguo Yuwen, Diyice [Primary school Chinese language, book one]. Hong Kong: New Asia Cultural Enterprises Co. Ltd

  • Gibson J.J., Gibson E.J. (1955). Perceptual learning: Differentiation or enrichment?. Psychological Review 62: 32–41

    Article  Google Scholar 

  • Glass G.V., McGaw B., Smith M.L. (1981). Meta-analysis in Social Research. Beverly Hills, Sage

    Google Scholar 

  • Gu J.P., Tian B.N. (1999). Gu Jin Ping Tingdu Shizi Yanjiu [Research on Gu Jin Ping’s learning Chinese characters through listening and reading], Shandong Educational Publisher, Jinan

    Google Scholar 

  • Hattie J. (1992). Measuring the effects of schooling. Australian Journal of Education 30: 5–13

    Google Scholar 

  • Hedges L.V. (1981). Distribution theory for Glass’s estimator of effect size and related estimators. Journal of Educational Statistics 6: 107–128

    Article  Google Scholar 

  • Hong Kong Curriculum Development Council. (1990). Chinese Language: Curriculum Framework for Primary One to Primary Six, Hong Kong Government, Hong Kong

    Google Scholar 

  • Huang, J.J. (1952). Shenghuo jiaoyu fenlei shizifa [Learning Chinese characters through daily living]. In Scientific Categorization of Chinese Characters Teaching Materials. Anhui: Anhui Institute of Education

  • Huang P.R. (2003). Hanzi Jiaoxuo de Lilun yu Shijian [Theories and practise of teaching of Chinese characters], Lexis Bookstore Co. Ltd, Taibei

    Google Scholar 

  • Jiang Z.C. (1997). Xiaoxue Jiaoxue ‘Kexue, Gaoxiao’ Tansuo [Investigation on primary education ‘efficient science’], Shadong Educational Publisher, Jinan

    Google Scholar 

  • Ki W.W., Lam H.C., Chung A.L.S., Tse S.K., Ko P.Y., Lau C.C., et al. (2003). Structural awareness, variation theory and ICT support. L1 – Educational Studies in Language and Literature 3: 53–78

    Article  Google Scholar 

  • Kwok L., Cheung T.Y. (1991). The Theories and Practice of ‘Learning Characters in Cluster’, Educational Science Publication, Beijing

    Google Scholar 

  • Le, X.Y. (n.d.). Xiaosxue Shizi Jiaoxue Lilun Weitan [Investigating the theories of teaching Chinese characters in primary schools]. [Online]. Chekiang: Chekiang Normal University. Available: http://www.learn.vip.sina.com/jylt/yxy00/.htm [003, October 24]

  • Lee C.M. (eds) (1989). Lee’s Zhongwen Zidian [Lee’s Chinese dictionary]. Hong Kong: Hong Kong Chinese University Press, p. 1

  • Leong C.K. & Joshi, R.M., eds (1997). Cross-language Studies of Learning to Read and Spell: Phonologic and Orthographic Processing. Dordrecht: Kluwer Academic Publishers.

  • Li, W.M. (1989). Qite Lianxiang Shizifa de Tansuo yu Shijian [The investigation and implementation of ‘creative thinking learning Chinese characters’]. [Online]. Beijing: People’s Education Publisher. Available: http://www.pep.com.cn/20021201/ca48825.htm [2003, October 24]

  • Liu, I.M. (1995). Script factors that affect literacy: Alphabetic vs. logographic languages. In I. Taylor and D.R. Olson, eds, Scripts and Literacy: Reading and Learning to Read Alphabets, Syllabaries and Characters, pp. 145–162. Dordrecht: Kluwer Academic Publishers

  • Marton F., Booth S. (1997). Learning and Awareness, Lawrence Erlbaum Associates, Publishers, Mahwah, NJ

    Google Scholar 

  • Marton, F., Runneson, U. & Tsui, B.M.A. (2004). The space of learning. In F.␣Marton and B.M.A. Tsui, eds, Classroom Discourse and the Space of Learning, pp. 3–42. Lawrence Erlbaum Associates, Inc., Saskatchewan

  • Miller G.A. (1956) The magical number seven, plus or minus two: Some limits on our capacity for processing information. The Psychological Review 63: 81–97

    Article  Google Scholar 

  • Ministry of Education, People’s Republic of China. (2001). Yuwen Kecheng Biaozhun [Standards of Chinese language curriculum], Beijing Normal University Publisher, Beijing

    Google Scholar 

  • Ministry of Education, Taiwan. (1996). Changyong Guozi Biaozhun Ziti Bishun Shouce [Guidebook of common use Chinese characters standard shapes and sequence of strokes]. Ministry of Education, Promotion of Chinese Characters Committee, Taibei

    Google Scholar 

  • Nagy W.W., Kuo-Kealoha A., Wu X., Li W., Anderson R.C., Chen X. (2002). The role of morphological awareness in learning to read Chinese. In: Li W., Gaffney J., Packard J. (Eds) Chinese language acquisition: Theoretical and pedagogical issues. Kluwer Academic Publishers, Amsterdam, pp. 59–86

    Google Scholar 

  • National Education Commission and National Language Construction Committee. (1993). Xiandai hanyu changyong zibiao [A list of common used modern Chinese characters]. In Yuyan Wenzi Guifan Shouce. Beijing: Yuwen Chubanshe

  • National Institute of Educational Research and Liaoning Province Donggang City Experimental School, eds (1996). Yunyu Shizi Keben, Yi zhi E Ce [Textbooks of learning Chinese characters through rhymes and rhythms, Book 1 and 2]. Beijing: Educational Science Publisher

  • Sweller J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science 32: 9–31

    Article  Google Scholar 

  • Teaching Reading and Writing of Chinese Characters (n.d.). Bujian zhizifa shiyan shuyao [Learning Chinese characters by ‘word components’: Research summary]. [Online]. Beijing: People’s Education Publisher. Available: http://www.pep.com.cn/20021201/ca69176.htm [2003, October 24]

  • Tse S.K. (2000a) Zonghe Gaoxiao Shizi, Yi zhi Si Ce [Comprehensive and effective teaching and learning of Chinese characters, Book 1 to 4)]. Greenfield Education Centre, Hong Kong

    Google Scholar 

  • Tse S.K. (2000b) Yukuai Xue Hanzi [Pleasurable learning of Chinese characters]. Education Department, Hong Kong SAR Government, Hong Kong

    Google Scholar 

  • Tse, S.K. (ed.). (2001). Gaoxiao Hanzi Jiao yu Xue [Effective teaching and learning of Chinese characters]. Hong Kong: Greenfield Enterprise Ltd

  • Tse S.K., Li H. (2001). Singapore huawen shizi jiaoxue [Teaching of Chinese characters in Singapore]. In: Tse S.K. (eds) Gaoxiao Hanzi Jiao yu Xue. Greenfield Enterprise Ltd., Hong Kong, pp. 333–351

    Google Scholar 

  • Tzeng O., Hung D., Chen S., Wu J., His M. (1986). Processing Chinese logographs by Chinese brain damaged patients. In: Kao H., van Galen G., Hoosain R. (eds) Graphonomics: Contemporary Research in Handwriting. North-Holland, Amsterdam

    Google Scholar 

  • van Merriënboer J.J.G., Ayres P. (2005) Research on cognitive load theory and its design implications for e-learning. Educational Technology Research and Development. 53: 5–13

    Article  Google Scholar 

  • Werner H. (1948) Comparative Psychology of Mental Development. International Universities Press, New York

    Google Scholar 

  • Yan, W.J., Lu, Z.T. & Xie, F.Y. (ed.). (1994). Zizuwen Shizi Jiaoxue [Word family teaching Chinese characters]. Beijing: People’s Education Publisher

  • Yang R.L. (2000) Xiandai Henzixuo Tonglun [General introduction to modern Chinese characters]. The Great Wall Publisher, Beijing

    Google Scholar 

  • Yang Z., Ye G., Wang X. (1994) A study on implicit memory of Chinese characters Acta Psychologica Sinica 26: 1–8

    Google Scholar 

  • Zhang T.R., Chen L.H., Li W.M. (1995) Zhongguo Dangdai Hanzi Rendu yu Shuxie [Contemporary reading and writing of Chinese characters in China]. Sichuan Educational Publisher, Chengdu

    Google Scholar 

  • Zhang Z.G. (1987) Chinese characters and reading. Reading News 8: 7–8

    Google Scholar 

  • Zhungwen.com: Chinese characters and culture. (n.d.). Does Chinese have an alphabet? [Online]. Available: http://zhongwen.com [2003, February 4]

Download references

Acknowledgements

We would particularly like to acknowledge Dr. Terry Dolan for his input to this article, and Professor Hazel Francis, London, for her critical comments on an earlier version of this paper. We would also thank the principals and teachers of the pilot schools, and the researchers, Wilson Tang, Leung Ngai Yi, Rex Ng, Kitty Tam, for their contribution in the research. We wish to express our gratitude to the Language Fund, Education and Manpower Bureau of Hong Kong SAR Government, for their financial support in this project.

Author information

Authors and Affiliations

  1. Faculty of Education, The University of Hong Kong, Pokfulam Road, Hong Kong SAR, China

    Shek Kam Tse, Wing Wah Ki & Elizabeth Ka Yee Loh

  2. Göteborg University, Göteborg, Sweden

    Ference Marton

Authors
  1. Shek Kam Tse
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ference Marton
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Wing Wah Ki
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Elizabeth Ka Yee Loh
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Shek Kam Tse.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Tse, S., Marton, F., Ki, W. et al. An integrative perceptual approach for teaching Chinese characters. Instr Sci 35, 375–406 (2007). https://doi.org/10.1007/s11251-006-9011-4

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11251-006-9011-4

Keywords

Search

Navigation