THE APPLICATION OF RADICAL-BASED APPROACH IN WRITING CHINESE CHARACTERS OF GRADE 7 THAI STUDENTS
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Published:
Jun 16, 2021
Keywords:
Radical-Based Approach, Chinese characters writing skills, learning Satisfaction, Grade 7 Thai students
Main Article Content
Abstract
The objectives of this study were to (1) compare grade 7
Thai students' Chinese characters writing skills before and after
the use of Radical-Based Approach and (2) investigate grade 7
Thai students’ satisfaction in using Radical-Based Approach to
enhance Chinese characters writing skills. Mixed methods were
employed and 1 section of 13 grade 7 Thai students was
involved in the study using a purposive sampling method. Each
of three lesson plans of 100 minutes was administered for two
sessions with the time limit of 50 minutes per session. The
participants attended 6 sessions; one session per week to learn
how to use Radical-Based Approach for Chinese characters
writing.
The researcher collected the quantitative data through
pre-test and post-test and the qualitative data through
classroom observation (CO) and semi-structured interview.
Mean, standard deviation and Wilcoxon Signed Rank Test were
applied for quantitative data analysis. The mean scores of pretest
and post-test were 7.31 and 14.15 respectively, resulting in
the mean difference of 6.84. The significant value was .01 which
indicated that the result was statistically significant. The
qualitative data were analyzed using content analysis. The
result showed that the application of Radical-Based Approach
helped enhance grade 7 Thai students in writing Chinese
characters skills as well as their satisfaction in learning.
Article Details
How to Cite
Yang, X., & Chalermnirundorn, N. (2021). THE APPLICATION OF RADICAL-BASED APPROACH IN WRITING CHINESE CHARACTERS OF GRADE 7 THAI STUDENTS. HUSO Journal of Humanities and Social Sciences, 5(1), 83–112. retrieved from https://so06.tci-thaijo.org/index.php/husojournalpnru/article/view/249506
Section
บทความวิจัย (Research Article)
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monolingual and bilingual Chinese children (Literacy
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foreign language in higher education institutions in South
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radical-based grouping in character learning in Chinese as
a foreign language. The Modern Language Journal, 98, pp.
773-793.
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Challenges and Ability to Handle the Challenges at
International Schools in Bangkok, Thailand. PSAKU
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1-8.
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foreign language and the use of overseas Confucius
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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.
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in Chinese Phonogram Recognition: Evidence from Event-
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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
