Man-Tak Leung

Data analysis of Chinese characters in primary school corpora of Hong Kong and mainland China: preliminary theoretical interpretations

Metalinguistic awareness (an awareness about the structure of orthography) had been considered vital for reading acquisition. The awareness of phonological regularity and consistency had been found in advanced readers in recent research. Evidence based on simplified Chinese suggested the effect of semantic transparency on reading in school readers. Studies based on traditional Chinese also reported that reading acquisition, including the development of metalinguistic awareness, is affected by script, properties of characters in school curricula, approaches and strategies of reading training. This paper reports the comparison between corpora of simplified Chinese characters based on primary school textbooks and the updated Hong Kong Corpus of Primary School Chinese (HKCPSC). The proportion of characters in the total curriculum, the ratio of phonetic‐semantic compounds, visual complexity (defined by the number of strokes) and the levels of phonetic regularity and semantic transparency of Chinese characters across grades in the two corpora are compared. Two marked differences found are the frequency‐weighted proportion of regular characters and the proportion of semantically transparent characters across grades. The relationships between the data and recent findings of reading development in Chinese are discussed.

Type and token frequencies of phonological units in Hong Kong Cantonese

This article reports, for the first time, type and token frequencies of tones, onsets, codas, rimes, and syllables of Hong Kong Cantonese. The information is derived from a computerized spoken corpus, the Hong Kong Cantonese adult language corpus (HKCAC; Leung & Law, 2001), consisting of more than 140,000 character-syllable units. Since the HKCAC is based on recordings of connected speech, comparisons are made with respect to the inventories of various phonological units between the HKCAC and standard descriptions of the Cantonese phonological system—in particular, Fok (1974) and Bauer and Benedict (1997). It is hoped that the frequency information presented here will become a valuable tool for future psycholinguistic and linguistic research in this language. The full set of these frequency counts may be downloaded from the Psychonomic Society Web archive atwww.psychonomic.org/archive/.

Early Difficulties of Chinese Preschoolers at Familial Risk for Dyslexia: Deficits in Oral Language, Phonological Processing Skills, and Print-Related Skills.

The present study examined some early performance difficulties of Chinese preschoolers at familial risk for dyslexia. Seventy-six high-risk (40 good and 36 poor readers) and 25 low-risk Chinese children were tested on oral language, reading-related cognitive skills (e.g. phonological processing skills, rapid naming, and morphological awareness), and Chinese word reading and spelling over a 3-year period. The parents were also given a behaviour checklist for identifying child at-risk behaviours. Results showed that the High Risk (Poor Reading) group performed significantly worse than the Low Risk and the High Risk (Good Reading) group on most of the measures and domains. More children in the High Risk (Poor Reading) group displayed at-risk behaviours than in the other two groups. These results suggest that Chinese at-risk children with early difficulties in reading and spelling do show a wide range of language-, phonology-, and print-related deficits, similar to their alphabetic counterparts. An understanding of these early difficulties may help prevent dyslexia from developing in at-risk children.

A database for investigating the logographeme as a basic unit of writing Chinese

Chinese script is non-alphabetic and a Chinese graph is basically syllabic which may consist of phonetic and semantic radicals with no representation of phonemes. The logographeme, a unit smaller than a radical, has been suggested to be the basic unit of Chinese writing based on data collected on people with aphasia. To better understand the role of logographemes in Chinese writing development, a data corpus of logographemes based on characters appearing in primary school textbooks is established. Logographemes are analysed in terms of features that are believed to influence writing development. A total of 249 logographemes were identified: 151 logographemes with no meaning and sound (NMS), 84 logographemes with both sound and meaning which could also stand alone to serve as a character (SA) and 14 logographemes with meaning only (MO). At each grade, the frequencies of NMS logographemes were relatively lower than those of SA and MO logographemes, and the frequencies of SA and MO logographemes were similar; 94% of logographemes were present in the characters taught to grade one students. Students learnt all the pronounceable logographemes by grade three, while they finished all the logographemes without sound until grade six. Characters with left-right, top-bottom and enclosing configurations constituted about 94% of all single-unit characters acquired in primary school years. Statistics derived from the data corpus regarding these features across grades enable us to make specific predictions about stages of literacy development and suggestions for investigation into processes involved in character production.

Reading strategy of Hong Kong school-aged children: The development of word-level and character-level processing

This study investigated the development of the mental representation of Chinese disyllabic words. Unlike alphabetical languages, Chinese is a logographic system where character is the basic unit of meaning. Most Chinese words are composed of two characters. Theoretically, Chinese compound word can be read either as a whole unit or as the component character. Subjects were asked to read aloud a list of two-character words, controlled for word and component character frequencies across grades. The correct percentage was analyzed using three two-way analyses of variance. Results indicated that children are able to make use of both levels of reading as early as Grade 1. Lower graders tended to use both the component character level reading processes more, while higher graders tended to read words as whole units more.

Sentence comprehension in Cantonese Chinese aphasic patients

Abstract This paper begins with a brief review of major theoretical accounts of English aphasic sentence comprehension, including the mapping hypothesis (Linebarger et al. 1983), the interpretive strategy proposed in Caplan (1985), and the trace-deletion hypothesis in Grodzinsky (1990). We then discuss some of the syntactic differences between Chinese and English with particular reference to the relativized and passive constructions, and formal linguistic analyses of these structures. In light of these syntactic differences a study was conducted investigating the ability of four Cantonese Chinese aphasic patients to comprehend auditorally and visually presented sentences. The results showed a dissociation between full and truncated passives in two patients, and a tendency suggesting that subject-relative sentences were more difficult to interpret than subject object-relatives. On the basis of their performance patterns we hypothesize about the nature of impairment of each patient by making reference to th...

The effect of vertical tongue loading on the position perception of the tongue

We investigated the effects of vertical tongue loading on the position perception of the tongue. Five male and 5 female university students served as subjects. Vertical upward and downward loading forces were applied to the tongue of the subjects. Their task was to judge the perceived horizontal position of the tongue after tongue-loading directions. The means of the judgments for the control conditions (no tongue loading) were compared with the judgments for perceived horizontal position after tongue loading. The results showed that vertical tongue loading produced a shift in the perceived horizontal direction opposite to the applied force. These results fully replicated the analogous aftereffect found by Grover and Craske (1991) for horizontal tongue loading. However, the judgments of perceived horizontal position in the present study had lower variability than did those in Grover and Craske’s study, suggesting that mapping of the tongue along the vertical axis is more precise than mapping along the horizontal axis.

The effects of tongue loading and auditory feedback on vowel production.

This study investigated the role of sensory feedback during the production of front vowels. A temporary aftereffect induced by tongue loading was employed to modify the somatosensory-based perception of tongue height. Following the removal of tongue loading, tongue height during vowel production was estimated by measuring the frequency of the first formant (F1) from the acoustic signal. In experiment 1, the production of front vowels following tongue loading was investigated either in the presence or absence of auditory feedback. With auditory feedback available, the tongue height of front vowels was not modified by the aftereffect of tongue loading. By contrast, speakers did not compensate for the aftereffect of tongue loading when they produced vowels in the absence of auditory feedback. In experiment 2, the characteristics of the masking noise were manipulated such that it masked energy either in the F1 region or in the region of the second and higher formants. The results showed that the adjustment of tongue height during the production of front vowels depended on information about F1 in the auditory feedback. These findings support the idea that speech goals include both auditory and somatosensory targets and that speakers are able to make use of information from both sensory modalities to maximize the accuracy of speech production.

The Effect of Word Structure on the Acquisition of Chinese Two-Character Compound Words Across Grades

Abstract This study investigated the hypothesis that the main component character which contributes more to the whole-word meaning is used as an access code in reading. Grade 1, 3, and 5 readers were asked to read aloud two-character Chinese compound words (modifier, supplement, and coordinative words) with four patterns of component character frequency (high-high, high-low, low-high, and low-low). Results showed that the main component character effect was present for all three types of word structures, and the use of the main component character as a reading strategy was found in grade 3 and 5 children in their reading. It was proposed that representations of low-frequency Chinese compounds are stored in morphologically decomposed form and that word structure information has a role in the processing of compound words.

Feedback Consistency Effect on Writing-to-Dictation Task in Chinese

Abstract The influence of feed-forward consistency (FFC) (i.e., the consistency of mapping from the orthographic form to the pronunciation of the whole character) on character recognition and reading aloud tasks have been well documented in a sizable literature in which subjects performed better on feed-forward consistent characters than inconsistent characters. Analogous to the FFC effect in reading aloud, the feedback consistency (FBC) effect (“consistent” when a pronunciation always maps onto one orthographic form, and “inconsistent” if the pronunciation maps onto multiple orthographic forms) was observed in spelling tasks at the phoneme-grapheme levels in English (e.g., Weekes, Castles, & Davies, 2006) and French (e.g., Alegria & Mousty, 1996), where subjects had better spelling performances on feedback consistent words than inconsistent words. Although Ziegler and Muneaux (2007) showed that the size of FBC effect was predicted by the reading level (determined by a feed-forward task) of children in a spoken word recognition task, the words that are phonologically similar, in fact, are also orthographically similar in alphabetic scripts. Therefore, the poor performance on feedback inconsistent words may be attributed to the difficulty in choosing the correct answers among similar orthographic forms. Unlike alphabetic scripts, homophones in Chinese characters do not always share similar orthographic forms and orthographically similar characters may have different pronunciations. These properties allow researchers to investigate the FBC effect without confounding with orthographic similarity. The aims of the present study are three-fold: first, to find out whether similar FFC effect exists in both reading aloud and writing-to-dictation in Chinese; second, to evaluate the influence of the number of homophones of a character on writing-to-dictation across grades; and, third, to observe the possible interactions between FFC and the number of homophones. Phonetic semantic compound characters were selected as stimuli. A reading- aloud task was administered to 1,590 students and a writing-to-dictation task to 2,194 students from grades 1 to 6. The stimulus characters were categorized in terms of homophone numbers and consistency values. Data collected were analyzed using ANOVA. As expected, significant positive FFC effect (consistent characters better than inconsistent characters) was observed in reading aloud across grades. In the writing-to-dictation task, significant homophone effect was found from grade 2 to grade 6. Post hoc analyses revealed that a positive FFC effect occurred when the characters had many homophones, whereas negative FFC effect occurred when the characters had fewer homophones. The findings clarify the influences of feed-forward and feedback consistencies on writing without the possible confounding orthographic similarity factor. The significant interaction effect between FFC and homophone number suggests that the orthographic similarity of the family members in a homophone family might affect the FBC effect in different tasks.