EDUCATIONAL CARD GAME FOR CHINESE CHARACTER LEARNING
DOI:
https://doi.org/10.24191/VoA.v17i2.11923Keywords:
Chinese character; educational card game; recognition of characters; perception; performanceAbstract
Chinese characters often categorized as an ideographic or logographic writing systems. In comparison, Chinese characters have different writing systems with alphabetical writing systems. Learners show unsatisfactory results due to the complexity of orthographic structure in Chinese characters which also led to a negative impact on Mandarin learning. Thus, an educational card game, namely “Chinese Character Battle (CCB)” was designed for Mandarin learners to learn Chinese characters. This educational card game was implemented in Mandarin as Foreign Language (MFL) classroom for this preliminary study as a step to explore users’ perceptions about CCB and the impact of CCB in Chinese character recognition. An online survey, pre-test, and post-test were used to achieve the objectives of this study. A recorded video of “How to Play CCB” was shared with participants prior to the use of CCB. Non-native Chinese learners from University Teknologi Mara, Sarawak branch, Mukah campus participate in this study. The findings of this study revealed that: (1) participants responded positively towards the use of CCB; (2) the implementation of CCB showed positive impact on Chinese character recognition. Hence, it could be concluded that CCB is an effective and useful supplementary learning tool for Mandarin learners to improve their Chinese character recognition
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.
Ch’ng, L. C., & Ting, H. L., & Chuah, K. M. (2018). Common mistakes in Chinese stroke writing among non-Chinese learners. Insight Journal, 2, 1-13.
Chua, H. H., Tan, T. G. & Lin, C. Y. (2015). A review of challenges in learning Chinese characters among non-native learners in Malaysia. Indian Journal of Arts, 5(16), 93-100.
Cohen, M. (2009). The effectiveness of imagery interventions on the vocabulary learning of second grade students. Fall 10-22-2009, NERA Conference Proceedings 2009.
Everson, M. (1998). Word recognition among learners of Chinese as a foreign language: investigating the relationship between naming and knowing. The Modern Language Journal, 82, 194-204.
Fang, J.Y. (1996). Study on relationship between character recognition and the lexical knowledge of primary school students. Journal of Primary Education, 9, 211-259.
Ho, C. S., Ng, T., & Ng, W. (2003). A “radical” approach to reading development in Chinese: The role of semantic radicals and phonetic radicals. Journal of Literacy Research, 35(3), 849-878.
Jen, T., & Xu, P. (2000). Pen less Chinese character reproduction, Sino-Platonic Paper, 102, 1-15.
Jiang, X., & Zhao, G. (2001). Chuji jieduan waiguo liuxuesheng Hanzi xuexi celue de diaocha yanjiu初级阶段外国留学生汉字学习策略的调查研究[A survey on the strategies for learning Chinese characters among CSL beginners]. Language Teaching and Linguistic Studies, (4), 10-17.
Shen, H. H. (2004). Level of cognitive processing: Effects on character learning among non-native learners of Chinese as a foreign language. Language and Education, 18(2), 167-182.
Shen, H.H. (2005). An investigation of Chinese characters learning strategies among non-native speakers of Chinese. System, 33(1), 49-68.
Tian, S. (2009). Xiandai jiaoju zai liuxuesheng Hanzi jiaoxue zhong de xin changshi 现代教具在留学生汉字教学中的新尝试. China Academic Journal, (2), 273-274.
Ting, H. L., & Ch’ng, L. C., & Norseha Unin. (2020). Mobile application and traditional approach for Chinese stroke order instruction in Foreigh Language Classroom. Jurnal Intelek, 15(2), 185-196.
Wang, P., Perfetti, C. A., & Liu, Y. (2003). Alphabetical readers quickly acquire orthographic structure in learning to read Chinese. Scientific Studies of Reading, 7(2), 183-208.
Ye, L. (2011). Teaching and learning Chinese as a foreign language in the United States: To delay or not to delay the character introduction. Dissertations, Georgia State University.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
