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Learning Chinese as a Second Language: Implications of the Character-Word Dual Function Model

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Title: Learning Chinese as a Second Language: Implications of the Character-Word Dual Function Model
Language: English
Authors: Lin Chen (ORCID 0000-0003-3225-9415), Charles Perfetti (ORCID 0000-0002-0211-8518)
Source: Language Teaching Research Quarterly. 2024 44:115-128.
Availability: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Chinese, Second Language Learning, Second Language Instruction, Teaching Methods, Written Language, Orthographic Symbols, Native Language, Cognitive Mapping, Phonics, Computational Linguistics, Instructional Effectiveness, Reading Processes, Vocabulary Development, Morphology (Languages), Introductory Courses, Undergraduate Students, Models
ISSN: 2667-6753
Abstract: Learning new words is fundamental in both first and second-language reading. There are, however, divided opinions on the best instructional approaches. Two widely used approaches across languages are whole-word focus and word-constituent focus. The appropriateness of each approach has varied historically, even within a single language (e.g., the debate between whole-word instruction and phonics in English). In teaching Chinese, both approaches are applied but to different learner groups. Whole-word instruction predominates in teaching Chinese as a second language (L2), while instruction for Chinese children focuses more on character-level mappings. It may seem reasonable in L2 Chinese instructions to focus on direct mappings between Chinese words and their L1 equivalent words. However, this raises a question: Is whole-word instruction the most efficient approach in L2 Chinese instruction? Based on an analysis of the Chinese writing system, we proposed a Character-Word Dual Function model of Chinese and tested its application of a dual-focus approach on both characters and words in L2 Chinese classroom instruction. Empirical findings support the advantage of this new approach compared to conventional whole-word instruction. We discuss the alignment between our findings and the Unified Computational Model and its implications for word instruction across languages.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1457276
Database: ERIC
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  Data: Learning Chinese as a Second Language: Implications of the Character-Word Dual Function Model
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  Data: <searchLink fieldCode="AR" term="%22Lin+Chen%22">Lin Chen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3225-9415">0000-0003-3225-9415</externalLink>)<br /><searchLink fieldCode="AR" term="%22Charles+Perfetti%22">Charles Perfetti</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0211-8518">0000-0002-0211-8518</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research+Quarterly%22"><i>Language Teaching Research Quarterly</i></searchLink>. 2024 44:115-128.
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  Data: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
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  Data: 14
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  Data: Learning new words is fundamental in both first and second-language reading. There are, however, divided opinions on the best instructional approaches. Two widely used approaches across languages are whole-word focus and word-constituent focus. The appropriateness of each approach has varied historically, even within a single language (e.g., the debate between whole-word instruction and phonics in English). In teaching Chinese, both approaches are applied but to different learner groups. Whole-word instruction predominates in teaching Chinese as a second language (L2), while instruction for Chinese children focuses more on character-level mappings. It may seem reasonable in L2 Chinese instructions to focus on direct mappings between Chinese words and their L1 equivalent words. However, this raises a question: Is whole-word instruction the most efficient approach in L2 Chinese instruction? Based on an analysis of the Chinese writing system, we proposed a Character-Word Dual Function model of Chinese and tested its application of a dual-focus approach on both characters and words in L2 Chinese classroom instruction. Empirical findings support the advantage of this new approach compared to conventional whole-word instruction. We discuss the alignment between our findings and the Unified Computational Model and its implications for word instruction across languages.
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      – Text: English
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        PageCount: 14
        StartPage: 115
    Subjects:
      – SubjectFull: Chinese
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Written Language
        Type: general
      – SubjectFull: Orthographic Symbols
        Type: general
      – SubjectFull: Native Language
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      – SubjectFull: Cognitive Mapping
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      – SubjectFull: Phonics
        Type: general
      – SubjectFull: Computational Linguistics
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Reading Processes
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      – SubjectFull: Morphology (Languages)
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      – SubjectFull: Introductory Courses
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Models
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      – TitleFull: Learning Chinese as a Second Language: Implications of the Character-Word Dual Function Model
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