THE APPLICATION OF RADICAL-BASED APPROACH IN WRITING CHINESE CHARACTERS OF GRADE 7 THAI STUDENTS
Article Sidebar
เผยแพร่แล้ว:
มิ.ย. 16, 2021
คำสำคัญ:
Radical-Based Approach การเขียนภาษาจีน ความพึงพอใจ มัธยมศึกษาปีที่ 1
Main Article Content
บทคัดย่อ
จุดประสงค์ของงานวิจัยนี้คือการเปรียบเทียบทักษะในการเขียน
ภาษาจีนของนักเรียนชั้นมัธยมศึกษาปีที่.1.ก่อนและหลังการใช้โปรแกรม
Radical-Based.Approach.และสำรวจความพึงพอใจในการใช้โปรแกรม
Radical-Based.Approach.เพื่อเพิ่มทักษะในการเขียนตัวอักษรภาษาจีน
การวิจัยนี้ได้ใช้วิธีการแบบผสมผสานกับนักเรียนชั้นมัธยมศึกษาปีที่ 1 ห้อง
จำนวน 13.คน โดยใช้วิธีการสุ่มเพื่อหากลุ่มตัวอย่าง การวิจัยครั้งนี้ได้ใช้
บทเรียนทั้งหมด 3 บทเรียน โดยแต่ละบทเรียนใช้เวลาในการเรียนการสอน
ทั้งหมด 100 นาที โดยแบ่งการเรียนการสอนเป็น 2 ครั้ง ครั้งละ 50 นาที
กลุ่มตัวอย่างได้เข้าร่วมการวิจัยครั้งนี้ทั้งหมด 6 ครั้ง โดยเฉลี่ยเป็นอาทิตย์ละ
1.ครั้ง สำหรับการศึกษาการใช้งาน โปรแกรม Radical-Based Approach
เพื่อการพัฒนาทักษะในการเขียนภาษาจีน
Article Details
How to Cite
บท
บทความวิจัย (Research Article)
References
Carol, K. K., Chan & Siegel, S. (2001). Phonological Processing in
Reading Chinese among Normally Achieving and Poor
Readers. Journal of Experimental Child psychology 80, pp.
23-43.
Cai, J. F., Chen, J. G., & Wang, C. (2010). Teaching and Learning
Chinese: Issues and Perspectives. Retrieved from
https://books.google.co.th/books?id=Sf0nDwAAQBAJ&print
sec=copyrit&redir_esc=y#v=onepage&q&f=false
Chang, S.-H., & Yu, N.-Y. (2005). Evaluation and classification of
types of Chinese handwriting deficits in elementary
schoolchildren. Perceptual and Motor Skills 101, pp. 631–
647.
Chen, Y., & Li X. (2016) Effects of L1 Transfer on English Writing of
Chinese EFL Students. Cross-Cultural Communication,
12(4), 50-53.doi:10.3968/8281
De Francis, J. (1984). The Chinese language: Fact and fantasy.
Retrieved from
http://www.la.utexas.edu/dsena/courses/globexchina/rea
dings/defrancis.pdf
Huang, L. Y. (2006). Test on Radical Recognition. Taipei, TW:
Special Education Unit, Ministry of Education.
Huang, B. R., & Liao, X.D. (Eds.). (1981). Modern Chinese, Lanzhou:
Ganshu People’s Press.
Jackson, N. E., Everson, M. E., & Ke, C. (2003). Beginning readers'
awareness of the orthographic structure of semanticphonetic
compounds: Lessons from a study of learners of
Chinese as a foreign language. In C. McBride-Chang & H. C.
Chen (Eds.), Reading development in Chinese children
(pp.142-153). Westport, CT: Praeger.
Jiang, X. (2008). Research on Words of Teaching Chinese as a
Second Language and Learning to Read. Beijing, CN:
Beijing Language and Culture University Press.
Lan, Y. J., Kan, Y. H., Hsiao, I, Y. T. , Yang, S.J.H., & Chang, K. E.
(2013). Designing interaction tasks in Second Life for CFL
learners: A preliminary exploration. Australasian Journal of
Educational Technology, 29(2), 184–202. Retrieved from
https://scholar.lib.ntnu.edu.tw/en/publications/designinginteraction-
tasks-in-second-life-for-chinese-as-a-forei
Liskin-Gasparro, J. E. (1982). Testing Speaking Proficiency: The Oral
Interview. Q & A. Retrieved from
https://files.eric.ed.gov/fulltext/ED232483.pdf
Li, H.T. (1977). The history of Chinese characters.
Retrieved from
https://books.google.co.th/books?id=guz84rUs6w8C&pg=P
A72&lpg=PA72&dq=li+1977+chinese+characters&source=
bl&ots=mJ5Vrpv2_9&sig=ACfU3U3VSuTyQlRwtxrsV6-
dZtZsdOw9Wg&hl=zh-
CN&sa=X&ved=2ahUKEwjWiPvGu63qAhUCQH0KHdaBAHkQ6AEwAHoECAwQAQ#v=onepage&q=li%201977%20chine
se%20characters&f=false
Li, T., & McBride-Chang, C. (2014). How character reading can be
different from word reading in Chinese and why matters
for Chinese reading development. In X. Chen, Q. Wang, &
Y. C. Luo (Eds.), Reading development and difficulties in
monolingual and bilingual Chinese children (Literacy
studies 8). Dordrecht: Springer Science C Business.
Shen, H. (2004) Level of Cognitive Processing: Effects on
Character Learning Among Non-Native Learners of
Chinese as a Foreign Language. Journal of Language and
Education, 18(2), 167-182.
https://doi.org/10.1080/09500780408666873
Silvia, S.-Y L., & Chang, C. M. (2013). Parent-child joint writing in
Chinese kindergarteners: Explicit instruction in radical
knowledge and stroke writing skills, Writing Systems
Research, 5(1), 88-109.
https://doi.org/10.1080/17586801.2013.812532
Sun, L. C. (2015). A learning system for Chinese Mandarin
characters. Boston (Mass.) : Northeastern University Press.
Taft M., & Chung, K. (1999). Using Radicals in teaching Chinese
characters to second language learners. Psychologia: An
International Journal of Psychology in the Orient, 42(4),
243-251. Retrieved from
https://psycnet.apa.org/record/2000-03223-005
Wang, Y., & Lemmer, E. (2013). The provision of Mandarin as a
foreign language in higher education institutions in South
Africa. Per Linguam, 29, pp. 33-48.
Xu, Y., Chang, L. Y., & Perfetti, C. A. (in press).(2014) The effect of
radical-based grouping in character learning in Chinese as
a foreign language. The Modern Language Journal, 98, pp.
773-793.
Yan, Y. (2017). A Study on Chinese Teachers’ Competence,
Challenges and Ability to Handle the Challenges at
International Schools in Bangkok, Thailand. PSAKU
International Journal of Interdisciplinary Research, 6(1),
1-8.
Zhao, H., & Huang, J. (2010). China’s policy of Chinese as a
foreign language and the use of overseas Confucius
Institutes. Educational Research for Policy and Practice,
9(2), 127-142. Retrieved from
https://link.springer.com/article/10.1007/s10671-009-
9078-1
Zhao, J., Wang, X., Frost, S.J., Sun, W., & Fang, S.-Y. (2014). Neural
division of labor in reading is constrained by culture: a
training study of reading Chinese characters. Cortex, 53,
1–17.
Zou, Y., Tsang, Y.-K., & Wu, Y. (2019). Semantic Radical Activation
in Chinese Phonogram Recognition: Evidence from Event-
Related Potential Recording. Neuroscience, 417, 24-34.
doi: 10.1016/j.neuroscience.2019.08.008
Reading Chinese among Normally Achieving and Poor
Readers. Journal of Experimental Child psychology 80, pp.
23-43.
Cai, J. F., Chen, J. G., & Wang, C. (2010). Teaching and Learning
Chinese: Issues and Perspectives. Retrieved from
https://books.google.co.th/books?id=Sf0nDwAAQBAJ&print
sec=copyrit&redir_esc=y#v=onepage&q&f=false
Chang, S.-H., & Yu, N.-Y. (2005). Evaluation and classification of
types of Chinese handwriting deficits in elementary
schoolchildren. Perceptual and Motor Skills 101, pp. 631–
647.
Chen, Y., & Li X. (2016) Effects of L1 Transfer on English Writing of
Chinese EFL Students. Cross-Cultural Communication,
12(4), 50-53.doi:10.3968/8281
De Francis, J. (1984). The Chinese language: Fact and fantasy.
Retrieved from
http://www.la.utexas.edu/dsena/courses/globexchina/rea
dings/defrancis.pdf
Huang, L. Y. (2006). Test on Radical Recognition. Taipei, TW:
Special Education Unit, Ministry of Education.
Huang, B. R., & Liao, X.D. (Eds.). (1981). Modern Chinese, Lanzhou:
Ganshu People’s Press.
Jackson, N. E., Everson, M. E., & Ke, C. (2003). Beginning readers'
awareness of the orthographic structure of semanticphonetic
compounds: Lessons from a study of learners of
Chinese as a foreign language. In C. McBride-Chang & H. C.
Chen (Eds.), Reading development in Chinese children
(pp.142-153). Westport, CT: Praeger.
Jiang, X. (2008). Research on Words of Teaching Chinese as a
Second Language and Learning to Read. Beijing, CN:
Beijing Language and Culture University Press.
Lan, Y. J., Kan, Y. H., Hsiao, I, Y. T. , Yang, S.J.H., & Chang, K. E.
(2013). Designing interaction tasks in Second Life for CFL
learners: A preliminary exploration. Australasian Journal of
Educational Technology, 29(2), 184–202. Retrieved from
https://scholar.lib.ntnu.edu.tw/en/publications/designinginteraction-
tasks-in-second-life-for-chinese-as-a-forei
Liskin-Gasparro, J. E. (1982). Testing Speaking Proficiency: The Oral
Interview. Q & A. Retrieved from
https://files.eric.ed.gov/fulltext/ED232483.pdf
Li, H.T. (1977). The history of Chinese characters.
Retrieved from
https://books.google.co.th/books?id=guz84rUs6w8C&pg=P
A72&lpg=PA72&dq=li+1977+chinese+characters&source=
bl&ots=mJ5Vrpv2_9&sig=ACfU3U3VSuTyQlRwtxrsV6-
dZtZsdOw9Wg&hl=zh-
CN&sa=X&ved=2ahUKEwjWiPvGu63qAhUCQH0KHdaBAHkQ6AEwAHoECAwQAQ#v=onepage&q=li%201977%20chine
se%20characters&f=false
Li, T., & McBride-Chang, C. (2014). How character reading can be
different from word reading in Chinese and why matters
for Chinese reading development. In X. Chen, Q. Wang, &
Y. C. Luo (Eds.), Reading development and difficulties in
monolingual and bilingual Chinese children (Literacy
studies 8). Dordrecht: Springer Science C Business.
Shen, H. (2004) Level of Cognitive Processing: Effects on
Character Learning Among Non-Native Learners of
Chinese as a Foreign Language. Journal of Language and
Education, 18(2), 167-182.
https://doi.org/10.1080/09500780408666873
Silvia, S.-Y L., & Chang, C. M. (2013). Parent-child joint writing in
Chinese kindergarteners: Explicit instruction in radical
knowledge and stroke writing skills, Writing Systems
Research, 5(1), 88-109.
https://doi.org/10.1080/17586801.2013.812532
Sun, L. C. (2015). A learning system for Chinese Mandarin
characters. Boston (Mass.) : Northeastern University Press.
Taft M., & Chung, K. (1999). Using Radicals in teaching Chinese
characters to second language learners. Psychologia: An
International Journal of Psychology in the Orient, 42(4),
243-251. Retrieved from
https://psycnet.apa.org/record/2000-03223-005
Wang, Y., & Lemmer, E. (2013). The provision of Mandarin as a
foreign language in higher education institutions in South
Africa. Per Linguam, 29, pp. 33-48.
Xu, Y., Chang, L. Y., & Perfetti, C. A. (in press).(2014) The effect of
radical-based grouping in character learning in Chinese as
a foreign language. The Modern Language Journal, 98, pp.
773-793.
Yan, Y. (2017). A Study on Chinese Teachers’ Competence,
Challenges and Ability to Handle the Challenges at
International Schools in Bangkok, Thailand. PSAKU
International Journal of Interdisciplinary Research, 6(1),
1-8.
Zhao, H., & Huang, J. (2010). China’s policy of Chinese as a
foreign language and the use of overseas Confucius
Institutes. Educational Research for Policy and Practice,
9(2), 127-142. Retrieved from
https://link.springer.com/article/10.1007/s10671-009-
9078-1
Zhao, J., Wang, X., Frost, S.J., Sun, W., & Fang, S.-Y. (2014). Neural
division of labor in reading is constrained by culture: a
training study of reading Chinese characters. Cortex, 53,
1–17.
Zou, Y., Tsang, Y.-K., & Wu, Y. (2019). Semantic Radical Activation
in Chinese Phonogram Recognition: Evidence from Event-
Related Potential Recording. Neuroscience, 417, 24-34.
doi: 10.1016/j.neuroscience.2019.08.008