Teaching Semantic Radicals Facilitates Inferring New Character Meaning in Sentence Reading for Nonnative Chinese Speakers.

ABSTRACT: This study investigates the effects of teaching semantic radicals in inferring the meanings of unfamiliar characters among nonnative Chinese speakers. A total of 54 undergraduates majoring in Chinese Language from a university in Hanoi, Vietnam, who had 1 year of learning experience in Chinese were assigned to two experimental groups that received instructional intervention, called "old-for-new" semantic radical teaching, through two counterbalanced sets of semantic radicals, with one control group. All of the students completed pre- and post-tests of a sentence cloze task where they were required to choose an appropriate character that fit the sentence context among four options. The four options shared the same phonetic radicals but had different semantic radicals. The results showed tha

SUBMITTER: Nguyen TP 

PROVIDER: S-EPMC5660119 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature