Effective Learning Strategies for the Recognition of Characters and Words by Learners of Chinese with Varying Proficiency in Different Learning Environments

Abstract

The present study gauges effective strategies for recognizing characters and words by learners of Chinese as a foreign language. Besides answering background questions, 203 participants completed a questionnaire, a vocabulary recognition test, and a vocabulary checklist. The vocabulary test was found to be valid and reliable, and six categories of learning strategies were generated from the questionnaire. With the two background variables of language proficiency and language environment (studying abroad versus studying at home), the six strategy categories explained 48% of the variance in vocabulary recognition. Specifically, “frequent meaningful interaction with characters and words” positively predicted vocabulary recognition, whereas “focusing on character orthography” and “focusing on character pronunciation” negatively predicted it. The individual strategy of typing characters positively predicted vocabulary recognition, whereas using Pinyin to help remember pronunciation negatively predicted it. Pinyin can facilitate vocabulary recognition through typing characters yet may hinder it if excessively relying on Pinyin for pronunciation.