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Book Phonological Awareness in English Meets Phonological Awareness in Chinese

Download or read book Phonological Awareness in English Meets Phonological Awareness in Chinese written by 胡敏 and published by BEIJING BOOK CO. INC.. This book was released on 2019-06-01 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: 语音意识是个体将较大音韵单元分割成较小单元并处理这些单元的能力。语音意识是多层级的技能。其中，英语语音意识包括音节意识、首音—韵脚意识和音位意识；汉语语音意识（以普通话为主）则包括以上三个层级的语音意识以及声调意识。语音意识技能对母语和二语的阅读、拼写和听力等语言技能至关重要，因此知晓语音意识和语音意识研究可以帮助二语教师在教学中引入语音意识培训，以提高学生的二语语音意识，以期最终提高其二语能力。本书通过比较英语语音意识和普通话语音意识，旨在为语音意识研究者提供理论借鉴，并为英语或汉语二语教师提供教学参考。

Book Phonological Awareness in Mandarin of Chinese and Americans

Download or read book Phonological Awareness in Mandarin of Chinese and Americans written by 胡敏 and published by . This book was released on 2012 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Phonological awareness (PA) is the ability to analyze spoken language into its component sounds and to manipulate these smaller units. Literature review related to PA shows that a variety of factor groups play a role in PA in Mandarin such as linguistic experience (spoken language, alphabetic literacy, and second language learning), item type, tone context, musical ability, and talker variability. However, most of previous studies focus on the PA of Mandarin tones; only few studies have compared native speakers of Chinese and of other world languages on all levels of PA in Mandarin. The present study is a factorial examination of the effect of various factor groups discussed above on all levels of PA in Mandarin (syllable awareness, onset awareness, rhyme awareness, and tone awareness) by four groups of participants with different linguistic experience, each group having 10 participants. The first and second groups included non-Mandarin Chinese speakers with or without Pinyin alphabetic literacy. The third and fourth groups consisted of native speakers of American English with or without learning experience with Mandarin. Participants were given a syllable same-different task, an onset oddity task, a rhyme oddity task, and a tone identification task. Logistic regression and Chi Square analyses were performed on the responses to these tasks to determine the conditioning effect of different factor groups. Error analyses were also conducted to examine error patterns of the tone awareness task. In addition to confirming the heterogeneity of overall PA established in earlier research, the results demonstrate the relative contributions of several factor groups such as alphabetic literacy, item type, and tone context and raises questions about the relevance of several others such as musical ability and sex of talker. It also provides implications for instructional practice.

Book Cross language Transfer of Phonological Awareness in Chinese English Bilinguals

Download or read book Cross language Transfer of Phonological Awareness in Chinese English Bilinguals written by Pui-sze Mau (Priscilla) and published by . This book was released on 2006 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Pinyin and Chinese Children s Phonological Awareness

Download or read book Pinyin and Chinese Children s Phonological Awareness written by Xintian Du and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Significance and Development of Phonological Awareness in Learning to Read English Among Chinese Children

Download or read book The Significance and Development of Phonological Awareness in Learning to Read English Among Chinese Children written by Kwok-yin Ha (Lucia) and published by . This book was released on 2004 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Role of Phonological Awareness and Visual Skills in Reading English and Chinese in Bilingual Singaporean Chinese Children

Download or read book The Role of Phonological Awareness and Visual Skills in Reading English and Chinese in Bilingual Singaporean Chinese Children written by and published by . This book was released on 2003 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Phonological Interference Between English and Chinese when Learning Mandarin

Download or read book Phonological Interference Between English and Chinese when Learning Mandarin written by Hsing-Yin Cynthia Lin and published by . This book was released on 2007 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Pinyin system, which is employed in China to teach native Chinese speakers how to read their own language, is also the most accessible and straightforward method currently used to learn Mandarin Chinese in the United States. Because Pinyin uses modified equivalent English letters to help learners to read Chinese characters, native English speakers consider it to be an efficient way of learning Mandarin. On the other hand, the Zhuyin Fuhao system, which is utilized in Taiwan, uses thirty-seven symbols to represent the pronunciation of Chinese characters. It is more difficult for other language speakers to understand, because it is another phonological method that is different from the Romanized Pinyin system. The Romanized system is more familiar to English and other Latin-based language speakers. Either way, the foreign language learners must learn a new phonological system before mastering the Chinese language. This research investigates the question of first language influence on native English speakers when they learn Chinese while they are utilizing either one of the above mentioned systems. Even though Pinyin uses Latin letters to indicate the pronunciation, its production method differs from English phonology. Therefore, an experiment was conducted to identify whether the interference of English phonological awareness affects native English speakers as they attempt to learn Mandarin Chinese language by using the Pinyin system or by using the Zhuyin Fuhao system. The participants are selected from the Chinese School of Great Kansas City. Six children formed the Pinyin group, and eight children are for the Zhuyin Fuhao group. Subjects from both groups recorded the same test content. According to the results, the Pinyin groups present English interference within their production even though the mean score of this group is slightly higher than that of the Zhuyin Fuhao group; on the other hand, the Zhuyin Fuhao groups did not show any interference in their production.

Book The Role of Phonological Awareness and Visual Orthographic Skills on Chinese Reading Acquisitions for Singapore Students

Download or read book The Role of Phonological Awareness and Visual Orthographic Skills on Chinese Reading Acquisitions for Singapore Students written by Ping-Ping Ho and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Phonological Awareness and Visual-orthographic Skills on Chinese Reading Acquisitions for Singapore Students" by Ping-ping, Ho, 何冰冰, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: DOI: 10.5353/th_b3692400 Subjects: Chinese language - Phonology Chinese characters - Psychological aspects Language awareness in children - Singapore Reading comprehension Chinese language - Study and teaching (Elementary) - Singapore School children - Singapore - Language

Book The Acquisition of English Phonological Awareness in Mandarin speaking Children

Download or read book The Acquisition of English Phonological Awareness in Mandarin speaking Children written by Pi-Yu Chiang and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Role of Phonological Awareness and Visual Orthographic Skills in Chinese Reading Acquisition

Download or read book The Role of Phonological Awareness and Visual Orthographic Skills in Chinese Reading Acquisition written by Wai-Ting Siok and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Role of Phonological Awareness and Visual-orthographic Skills in Chinese Reading Acquisition" by Wai-ting, Siok, 蕭慧婷, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled 'The Role Of Phonological Awareness And Visual-Orthographic Skills In Chinese Reading Acquisition' submitted by Siok Wai Ting for the degree of Doctor of Philosophy at the University of Hong Kong in March 2001 This study examined the role of phonological awareness and visuo- orthographic processing skills in the development of Chinese reading abilities. Research using alphabetic languages has generally shown that phonological awareness, the ability to conceive of spoken words as sequences of smaller units of sound segments, is strongly related to success in reading. In particular, phonological awareness measured at both the onset- rime and the phonemic level relates to alphabetic reading success. Written Chinese has a logographic feature where the characters map onto the morpheme and cannot be pronounced by recourse to grapheme-phoneme correspondence rules. It is likely that the nature of phonological awareness that relates to Chinese reading is different from that of English. The study recruited 154 1st to 5th graders in Beijing. Before they were taught to read Chinese characters, these subjects had learned an alphabetic script known as Hanyu Pinyin, which helps the association of a visual character form and its pronunciation in later reading acquisition. Children's performance on tests of various cognitive skills, reading ability and pinyin knowledge were examined. Specifically, phonological awareness was assessed by 4 tasks that varied in linguistic complexity (onset-rime, tonal and phonemic level) to ascertain which level of phonological units best predicts Chinese reading. These subjects were tested again one year later on measures of reading ability and pinyin knowledge to discover the longitudinal relationship of these measures with the various cognitive skills. Results using the hierarchical multiple regression and the structural equation approach showed that (1) visual skills predicted reading success at lower grades, (2) pinyin knowledge and the ability to discriminate homophonic characters were longitudinally predictive of later reading success, (3) onset-rime awareness, but not phonemic awareness, predicted Chinese reading, and (4) there was a reciprocal relationship between pinyin knowledge and reading success. These findings suggest that learning to read Chinese progresses from a logographic phase to an orthographic- phonological phase and that the nature of phonological awareness predicting reading success is contingent on the characteristics of the writing system. Moreover, this study has demonstrated the importance and effectiveness of the adoption of pinyin as a learning tool from a psychological perspective. These findings have important implications for education in Hong Kong, where no phonetic script is adopted to aid Chinese reading, unlike reading acquisition in Taiwan or Mainland China. Learning to read Chinese in Hong Kong is painstaking, which involves tremendous amount of rote memory and writing exercises, and children have difficulties in reading Chinese texts at home as there is no guidance on how to pronounce unfamiliar Chinese characters. Without teacher's or parents' help, Hong Kong children do not know the sounds of newly encountered characters, unlike Mainland children who can read with the help of pinyin. This casts doubts on the effectiveness of using Chinese as the instruction medium in Ho

Book Chinese Literacy Learning in an Immersion Program

Download or read book Chinese Literacy Learning in an Immersion Program written by Chan Lü and published by Springer. This book was released on 2019-01-16 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines one-way foreign language immersion education in the United States. It provides a clear and rich description of a Chinese (Mandarin) immersion program, its curriculum, instructional materials, assessment activities, parental involvement and student outcomes. The author analyses two studies that document the development of the students’ reading skills in English and Chinese, and the progress of their vocabulary knowledge, lexical inference, and reading comprehension in Chinese. In addition, this book contextualizes the program in its eco-system, including its neighbourhood, school, and the school district, and discusses the importance of school leadership, parental involvement, neighbourhood support and language acquisition planning in making an innovative school program successful. Its concluding chapters offer recommendations for program- and classroom-level practices and suggest pathways for future research on biliteracy learning in Chinese one-way immersion programs. This book will appeal in particular to students and scholars of applied linguistics, second language acquisition and language education.