TY - JOUR
T1 - How Chinese Characters Are Taught
T2 - An Analysis of Three Popular Textbooks Used in Macao
AU - Hsiang, Tien Ping
AU - Graham, Steve
AU - Wang, Zhisheng
AU - Gong, Yang
N1 - Funding Information:
This research was funded by the Research Committee of the University of Macau (MYRG2018-00127-FED). We especially wish to thank Edward Louis Gustin for his comments on linguistics issues, as well as Qiaoting Zhang, In Teng Lai, Sio Mui Cheong, Cheng I Cho, and Weng Pou Xu for their contributions to the data collection, and Tong Yin, Roujie Li, and Mei Ieng Lao who helped with the data analysis.
Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature.
PY - 2021/6
Y1 - 2021/6
N2 - In language arts programs in the Greater China Region, textbooks are the primary materials used to teach children to read and write. Learning to read and write in Chinese is particularly challenging because elementary grade students are expected to learn, recognize, and write thousands of characters (the basic linguistic unit in Chinese). Recognizing Chinese characters or words made from a combination of characters provides access to word meanings, which in turn leads to comprehension of text. Likewise, production of Chinese characters and words are essential to writing a meaningful message or text for oneself or to share with others. The current study examined three language arts textbook series approved by the Hong Kong Education Bureau which are used by teachers in elementary schools in Macao, focusing on how character recognition and production (i.e., handwriting) are taught. Across the three textbooks, new characters are first presented in text and characters are taught as words along with their spelling in Pinyin. The total number of characters taught during the elementary grades, however, is less than the number commonly recommended. The number of instructional activities in student textbooks for promoting character recognition, handwriting, and the use of these skills in reading and writing, including reading comprehension, varied considerable across the three series as did the number of instructional recommendations provided to teachers for promoting these same outcomes. Recommendations for instruction and future research are provided.
AB - In language arts programs in the Greater China Region, textbooks are the primary materials used to teach children to read and write. Learning to read and write in Chinese is particularly challenging because elementary grade students are expected to learn, recognize, and write thousands of characters (the basic linguistic unit in Chinese). Recognizing Chinese characters or words made from a combination of characters provides access to word meanings, which in turn leads to comprehension of text. Likewise, production of Chinese characters and words are essential to writing a meaningful message or text for oneself or to share with others. The current study examined three language arts textbook series approved by the Hong Kong Education Bureau which are used by teachers in elementary schools in Macao, focusing on how character recognition and production (i.e., handwriting) are taught. Across the three textbooks, new characters are first presented in text and characters are taught as words along with their spelling in Pinyin. The total number of characters taught during the elementary grades, however, is less than the number commonly recommended. The number of instructional activities in student textbooks for promoting character recognition, handwriting, and the use of these skills in reading and writing, including reading comprehension, varied considerable across the three series as did the number of instructional recommendations provided to teachers for promoting these same outcomes. Recommendations for instruction and future research are provided.
KW - Chinese
KW - Handwriting
KW - Instruction
KW - Reading comprehension
KW - Word recognition
KW - Writing
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U2 - 10.1007/s10758-021-09492-8
DO - 10.1007/s10758-021-09492-8
M3 - Article
AN - SCOPUS:85100648894
SN - 2211-1662
VL - 26
SP - 355
EP - 381
JO - Technology, Knowledge and Learning
JF - Technology, Knowledge and Learning
IS - 2
ER -