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Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 58:3 (2023) ► pp.205–236

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Effective character teaching methods for L1 English Chinese-as-a-foreign-language learners

A review of empirical research

 | Iowa State University
Published online: 12 February 2024
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https://doi.org/10.1075/csl.00033.zha
Abstract
Chinese character instruction has been one of the most challenging aspects in teaching Chinese as a Foreign Language (CFL). CFL teachers need access to a pool of effective character teaching methods to practice evidence-based and research-informed teaching. This synthesis study comprises an exhaustive search of literature published from 1952 to the present on character instruction for L1 English CFL learners and a systematic review of 22 articles identified through that search. The articles were cross analyzed in terms of research methods, learners’ proficiency levels, learning settings, methodological approaches, and theoretical bases. The analysis found an increasing number of studies on character teaching methods in the past ten years and that technology plays an important role in the design of these methods. Six categories of character instructional methods were identified out of the 39 methods examined in the literature. Within five of the categories, effective methods were identified, described, and discussed. Analysis of the data points out the strengths and weaknesses of the current research on character teaching and highlights the need for more research on character learning with younger learners and on using different approaches at the curriculum level. This article concludes by identifying the next steps to take and calling for more action research to examine the application cycle of these effective methods in classroom teaching.
摘要
在中文作为外语的教学中，汉字教学是最具挑战的一环，教师在教学实践中亟需参照一系列已被证实有效的教学法。通过对1952年以来相关同行评审学术期刊中有关研究所进行的穷尽式搜索、分析、综合，本综述研究试图找出此类教学法，以满足教师的需求。研究遵循三个严格步骤进行穷尽式搜索，最终得到了二十二篇针对以英文为母语的中文学习者的汉字教学法的实证性研究。对这些文章所使用的研究方法、理论基础研究，参与者的中文熟练程度、以及他们的学习环境等方面的交叉分析表明，近十年来关于汉字教学方法的研究日益增多，科技在汉字教学中起着重要作用。二十二篇文章共涉及了39种方法。根据其共同特征，这39种方法被分为六类。在对其中五类的描述和讨论中，有效的教学法得以确认。基于对数据的综合分析，本研究也指出了当前汉字教学法研究的优缺点，针对中小学汉语学习者汉字学习的研究的缺失，以及在课程设计层面上汉字教学设计的迫切性。本研究最后给出了下一步要采取的措施的建议，并呼吁开展更多行动研究，以检验这些被认定有效教学法在课堂教学实践中的实际成效。
Article outline
  • 1.Introduction
  • 2.Literature review
  • 3.Methodology
    • 3.1Operational definition
    • 3.2Exhaustive search
    • 3.3Screening criteria used for identifying articles
    • 3.4Data recording and analysis
  • 4.Findings
    • 4.1General information and trend of the studies
    • 4.2Character instructional methods
      • 4.2.1The handwriting method
      • 4.2.2The pinyin typing method
      • 4.2.3The method that involves using radicals, bùjiàn (components), and chunks
      • 4.2.4Character presentation methods
      • 4.2.5Kinesthetic and haptic learning
      • 4.2.6Timing of character introduction
  • 5.Discussion
    • 5.1Critical factors that influence the methods
    • 5.2The non-existing “supermethod”
    • 5.3Strengths and weakness of the studies on methods
    • 5.4More studies needed
  • 6.Conclusion
  • Acknowledgements
  • Note
  • References
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