Skip to main content
SpringerLink
Log in

To Be or Not to Be? Resources for 汉字 (Hànzì) Education

  • Chapter
  • First Online:
Postmonolingual Transnational Chinese Education

Part of the book series: Palgrave Studies in Teaching and Learning Chinese ((PSTLC))

  • 46 Accesses

Abstract

This evidentiary chapter concentrates on presenting and analysing how 中文 (Zhōngwén/Chinese) teachers practice 汉字 (Hànzì/Chinese characters, the Chinese writing system) education in the Australian context. It first presents some basic knowledge of 汉字 (Hànzì), so that speakers of other languages could have an essential understanding of it. Then it elaborates the 中文 (Zhōngwén/Chinese) teachers’ Chinese-centric monolingual mindset in different kinds of 汉字 (Hànzì) teaching, for example, pictographs (Xiàngxíngzì, 象形字) as well as their a postmonolingual mindset in 汉字 (Hànzì) education, which shows their dilemma in teaching 汉字 (Hànzì).

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

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 49.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Allen, J. R. (2008). Why learning to write Chinese is a waste of time: A modest proposal. Foreign Language Annals, 41(2), 237–251.

    Article  Google Scholar 

  • Bloom, P. (2013). Natural language and natural selection. In S. Pinker (Ed.), Language, cognition, and human nature: Selected articles (pp. 110–159). Oxford University Press.

    Chapter  Google Scholar 

  • Cidianwang. Retrieved on July 21, 2021, https://www.cidianwang.com/shuowenjiezi/yu2980.htm

  • Guder, A., & Lee, H. (2018). Discussing CFL and teaching and learning Chinese characters from a European perspective: On the basis of “European Benchmarks for the Chinese Language (EBCL)”. Research on International Chinese Education, 18(2), 30–39. [顾安达, 李和舫. (2018). 从非汉字文化圈视角论中文作为外语与其汉字教学问题——以“欧洲汉语能力基准项目”为基础. 国际汉语教学研究, 18(2), 30–39.]

    Google Scholar 

  • Han, J. (2017). Post-lingual Chinese language learning hanzi pedagogy. Palgrave McMillan.

    Book  Google Scholar 

  • Hansen, C. (1993). Chinese ideographs and western ideas. The Journal of Asian Studies, 52(2), 373–399.

    Article  Google Scholar 

  • Huang, J. S., & Ma, M. Y. (2007). A study on the cognitive of complexity and difficulty of Chinese characters when reading and recognizing. Displays, 8, 8–25.

    Article  Google Scholar 

  • Huo, L. (2012). The impact of visual pedagogy on students’ learning of Hanyu—A case study of a western Sydney public school [Master Thesis, Western Sydney University].

    Google Scholar 

  • Jullien, F. (2014). On the universal: The uniform, the common and dialogue between cultures. Polity Press.

    Google Scholar 

  • Ke, C. (1996). An empirical study on the relationship between Chinese character recognition and production. The Modern Language Journal, 80(3), 340–349.

    Article  Google Scholar 

  • Lu, H., Zhai, Z., & Liang, L. (2008). Study of mathematical structure of Chinese characters. Journal of Dongguan University of Technology, 15(5), 26–30.

    Google Scholar 

  • Luk, G., & Bialystok, E. (2005). How iconic are Chinese characters? Bilingualism: Language and Cognition, 8(1), 79–83.

    Google Scholar 

  • Orton, J. (2008). Chinese language education in Australian schools. The University of Melbourne.

    Google Scholar 

  • Qiu, Y., & Zhou, X. (2010). Perceiving the writing sequence of Chinese characters: An ERP investigation. NeuroImage, 50, 782–795.

    Article  Google Scholar 

  • Stallings, W. (1976). Approaches to Chinese character recognition. Pattern Recognition, 8, 87–98. https://doi.org/10.1016/0031-3203(76)90037-6

    Article  Google Scholar 

  • Tang, K. (2018). Shuowenjiezi. Zhonghua Book Company.

    Google Scholar 

  • Wang, G. (2018). The formation process and mechanism of the radical system of Chinese characters. Studies of the Chinese Language, 385(4), 460–469+511–512.

    Google Scholar 

  • Wang, W., & Liu, X. (2020). A Probe into the inheritance relationship between the construction of compound indicatives and paratactic representations in Chinese. Contemporary Rhetoric, 217(1), 18–28.

    Google Scholar 

  • Whorf, B. (1956). Language, thought and reality: Selected writings of Benjamin Lee Whorf. MIT Press.

    Google Scholar 

  • Wu, J. (1969). Chinese language and Chinese thought. Philosophy East and West, 19(4), 423–434.

    Article  Google Scholar 

  • Xu, S. (1985). Shuowenjiezi. Retrieved on July 18, 2021, from https://www.cidianwang.com/shuowenjiezi/

  • Yin, J. (2016). Intensive reading of Shuowenjiezi. Fudan University Press.

    Google Scholar 

  • Yu, A., & Geng, G. (2020). Introducing Chinese Hanzi at the beginning of teaching Chinese as a Foreign Language (CFL). Global Chinese, 6(2), 359–380.

    Article  Google Scholar 

  • Zhang, H. (2014). A review of stroke order in Hanzi handwriting. Language Learning in Higher Education, 4(2), 423–440.

    Article  Google Scholar 

  • Zhao, G., & Xin, J. (2002). What is the most effective strategy for learning Chinese characters: A survey among CSL beginners. Applied Linguistics, 2, 79–85.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. College English Education Center, Nanfang College, Guangzhou, China

    Yu Han

  2. School of Education, The University of Sydney, Sydney, NSW, Australia

    Xiaoyan Ji

Authors
  1. Yu Han
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Xiaoyan Ji
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Yu Han .

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Han, Y., Ji, X. (2022). To Be or Not to Be? Resources for 汉字 (Hànzì) Education. In: Postmonolingual Transnational Chinese Education. Palgrave Studies in Teaching and Learning Chinese. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-15153-8_6

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-15153-8_6

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-031-15152-1

  • Online ISBN: 978-3-031-15153-8

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation