How to Learn Chinese Characters Simply and Efficiently

Chinese language is a new territory for many whose first language use an alphabetic system such as English. Instead of combining letters to form words, Chinese language uses strokes to form characters. The commonly used Chinese characters alone contain 3000 words. Not only that, Chinese is along with a tonal language with four different tones, commonly marked with accent marks, additionally unmarked represents the neutral tone. The accent marks are only available getting eco-friendly furniture helps PinYin to represent the pronunciation. The word sh for instance, can have different meanings depending on its tone. The first tone sh can mean poetry or wet or teacher. The second tone sh can mean ten or time or genuine. The third tone sh can mean history or to start or to cause. Last tone sh can mean yes or room or matter. In essence, there are many similar sounds with assorted meanings. As a few fact, a Chinese linguist in the 20th century Zhao Yuanren composed a 10-line classical Chinese poem using only the sound shi.

Next, it isn’t always possible to guess the pronunciation of a design. The character for wood, for instance, is pronounced mu. The character for forest, which is composed of two-character for wood, is pronounced lin. Although in this example the pronunciation cannot be related, the meaning of the characters may possibly. On the contrary, when the pronunciation can be related due to similar root character, the meanings are not necessarily related.

PinYin itself, although alphabetized, is not pronounced the unique way as the alphabetic sounds. There are unfamiliar sounds for example u with an umlaut () that sounds like a plan of I and u. Like all things unfamiliar, it might lead to uncertainty and fearfulness. Thus, knowing the challenges learners face is the very step in devising effective learning strategies that directly affect their language satisfaction.

The Strategies Used to Learn Chinese Characters

Prof Ko-Yin Sung of Chinese Language Study from Utah State university conducted a groundwork amongst non-heritage, non-Asian Chinese language learners and uncovered interesting results may help future learners in forming a helpful study plan. Her study revolves concerning the most frequently used Chinese character learning strategies and how to say hello in chinese those strategies affect the learners’ ability in understanding and producing the sound and the writing in the Chinese personas.

The study finds that among leading twenty most frequently used strategies, eight from them are involved in when a personality is first introduced to learners. These include:

1. Repeating the character several times aloud or silently.

2. Writing the character down.

3. Noting how the is found in context.

4. Noting the tone and associating it with pinyin.

5. Observing the character and stroke order.

6. Visualising the letter.

7. Learning the explanation of the.

8. Associating the character with previously learned nature.

The next six strategies are familiar with increase learners’ understanding belonging to the newly introduced character.

9. Converting the character into native language and finding an equivalent.

10. Looking in the textbook or dictionary.

11. Checking if the actual character already been used above.

12. Trying to find out how very good used in conversation.

13. When using the character in sentences by mouth.

14. Asking how the could double in phrases.

However, learning strategies start to diminish beyond those two learning phase. There are only three strategies for the memorising newly learned character.

15. Saying and writing the character at once.

16. Saying and picturing the character in your head.

17. Imply sound, visualising the character shape and meaning.

And presently there only one strategy used in practising new characters.

18. Making sentences and writing them out.

And new characters are reviewed along with two strategies only.

19. Writing the characters many times.

20. Reading over notes, example sentences and the textbook.

Of the twenty strategies mentioned above, four tend to be found to be most significant in increasing learner’s skills of speaking, listening, reading, and writing of the actual characters. The four strategies are:

Writing the characters down

Observing the stroke order

Making connection to a similar character

Saying and writing the smoothness repeatedly

Discussion

A research by Stice in 1987 showed that students only retained 10% of the things learned from what they read, 26% from anything they hear, and 30% from what they see. When learning modes are combined, an essential improvement to learn retention is noted. Learning retention jumped to 50% when seeing and hearing are combined, and even higher at 70% when students say the materials they are learning, and learning retention is at the highest at 90% when students the materials these kinds of are learning though they do the one thing. Simply reading the characters are not enough. Learners must associate the sound with the characters, create a connection when using the characters to make them memorable, and practice recalling the newly learned characters.

Study demonstrates that recalling new characters learned improves learning retention and reinforces comprehending. One way learn the correct this is by using an app with regard to example The Intelligent Flashcards. Additionally flashcard app is intended for the New Practical Chinese Reader textbooks, making it convenient evaluation characters created from chapters. Not necessarily does it show stroke order animation, it can be accompanied by native speaker sound files, making this app a great dea of more convenient that another app with regard to Anki. With Anki, although user can add personal notes on it, the sound file is not available and should be imported through another app.

Another important learning answer to incorporate is observing your characters are widely used in context. This can be done by observing real-life conversations to grow the textbook and audio tracks conversation. Usually interesting to that university students studied in the abovementioned research were not wanting to adopt the educational strategies recommended by the instructors, because watching Chinese TV shows or listening Chinese song selections. There could be many reasons for this. Design and style of the shows or songs could not appeal on the learners.

Use of this program is considerably less convenient. Or if the shows become accessed online, rarely a tick subtitled in a choice of both Chinese and English which would make the shows more helpful to beginner learners in acquiring the language. Also, most among the very popular Chinese Television fall into the historical genre, which is a favourite one of several Chinese, with regard to The Empress of Asia. However, the language spoken in this type of TV show is good deal more complex towards the contemporary spoken Chinese.