Elizabeth Ka Yee Loh

The impact of the integrative perceptual approach on the teaching of Chinese characters in a Hong Kong kindergarten

This study investigated the effectiveness of the integrative perceptual approach (IPA) to enhancing Hong Kong kindergarten children’s Chinese character learning. The study applied the IPA to an experimental group of 29 lower form (K2) children. A group of 30 upper form children taught via traditional methods the year before, served as the control group. Quantitative data consisted of pre‐ and post‐test scores, analysed using dependent and independent t‐testing. It was found that the pupils in the experimental group had significantly improved their ability between pre‐ and post‐testing in three aspects of Chinese character mastery: shape, sound and meaning recognition. The progress made was significantly superior to that made by control group counterparts. Qualitative data gathered through teacher and parent interviews indicated that the pupils in the experimental group displayed increased awareness of the composition of several components and structures of Chinese characters.

The role of emotionality in teacher change: the case of Chinese language teachers in Hong Kong

Abstract Over the past decade, Chinese language teachers in Hong Kong have experienced a series of educational reforms. They are now expected to design and implement their own school-based Chinese language curriculum, and adopt innovative pedagogies and customized materials in the classroom. The current literature suggests that some teachers are not ready for or even resist changes amid new challenges and paradigm changes. This case study highlights the role of emotionality as a key factor for successful teacher change by proposing a local adaptation of the classic model, while pointing out that a combined mode of support inclusive of collective lesson preparation and teaching demonstrations/practical sessions in professional development programs is a key element that helps facilitate teachers’ change and provides teachers with experiential learning opportunities and enhanced confidence, leading to their voluntary adoption of the approach and gradual change in their beliefs and attitudes after witnessing the feasibility and effectiveness of the newly introduced concepts.

A Problem with PIRLS: A Bogus Dip in Attitudes toward Reading between 2006 and 2011

There appears to be a dramatic decline in attitude toward reading between 2006 and 2011 for ten year-olds taking the Progress in International Reading Literacy Study (PIRLS) examination. This ‘decline’, however, is probably not real but is the result of a change in the attitude questionnaire, mentioned only in the fine print in the 2011 PIRLS publication. The scoring of the 2011 version of the questionnaire was profoundly influenced by students’ report of outside school reading; the scoring of the 2006 version was not.

Orthographic Knowledge Promotes Young Chinese Children’s Character Writing Performance

Abstract The present study aimed at developing young children’s knowledge of the structure and function of orthographic components of Chinese characters and words. Grade 2, eight-year-old Chinese children (N = 541) were taught a twelve-week training programme in two quasi experimental conditions: analytic and synthetic approach (ASA), and integrated analytic and synthetic approach (INA). A traditional memorisation and drill approach (TRA) was the control condition. MANOVAs and hierarchical multiple regression analyses showed the INA was more effective as compared with the ASA and the TRA in the post-training character writing performance. The groups performed differentially in the eight bujian (‘radical’ components) processing tasks as indicators of their character and word writing performance. A confirmatory factor analysis found these eight indicator tasks subserved well the three latent constructs of Word Form Retrieval, Bujian Analysis and Synthesis and Bujian Compounding. Bujian analysis and synthesis are emphasised in the character-centred approach in learning and teaching Chinese lexical items.

How Ethnic Minority Students Perceive Patterns in Chinese Characters: Knowledge of Character Components and Structures

This chapter assesses ethnic minority (EM) adolescent Chinese as a second language (CSL) learners’ perception of visual patterns in Chinese characters and examines the role of component and structural knowledge in CSL beginner- and intermediate-level curricula. In this exploratory mixed-methods study, 213 Grades 7–11 EM students of different ethnic origins in Hong Kong and Macau without prior training in components and spatial configurations of Chinese characters completed a set of tests that measured their character component and structural knowledge, including (i) the Separation of Character Components Test, (ii) the Constitution of Character Components Test, and (iii) the Character Structure Test. Five ways of componential analysis of Chinese characters, namely (1) unanalytical agglomeration of strokes; (2) agglomeration of sequenced strokes; (3) arbitrary repetition of (parts of) component; (4) hybrid agglomeration of strokes and components; and (5) agglomeration of components, were identified to be used by the participants. The participants’ television-viewing habits had a significant effect on their performance on the test; however, overall, their demographic background and after-school activities had no significant effects on their test performance. With reference to the findings, recommendations on enhancing EM adolescent CSL learners’ orthographic awareness for literacy success are given toward the end of the chapter. In particular, An Integrative Perceptual Approach for Teaching Chinese Characters (Tse et al. 2007) is recommended for teaching orthographic knowledge in a way that is beneficial to students’ all-round second language (L2) development.

Students’ test performance n PIRLS, attitude to reading, and reading self‐concept across three ability groups: Data from Hong Kong

Abstract This study uses data collected from children in Hong Kong for the PIRLS international reading survey of 2001. A total of 4867 students aged 9 to 10 years from 147 primary schools were assessed. The aim of the study is to investigate the observed differences in comprehension skills displayed in the test results from students at three ability levels. Affective factors (attitudes and reading self‐concept) are also compared for the three groups. Results indicate that the lower‐ability students performed very poorly in all four processes of comprehension — even at the most basic level of retrieval of facts. This weakness at the lower level greatly impaired the students’ ability to operate at higher levels of comprehension involving inference, prediction, integration of ideas and critical evaluation. The weakest readers had extreme difficulty with test items requiring an extended written response. Even on simple multiple‐choice items their performance was inferior to the average and higher‐ability groups. Data from the supplementary questionnaires indicates that across all ability groups the childrens attitude toward reading is correlated positively with reading achievement. However, data collected on the students’ reading self‐concept produced anomalous results that cast some doubt on the feasibility of using self‐evaluation and self‐report questionnaires with this age and cultural group. Practical implications from the findings are discussed.