Applying variation theory in Teaching Chinese characters

Most existing research on learning Chinese characters focuses on putting forward teaching approaches for teachers. Yet the focus of this paper is placed on clarifying theoretical underpinnings. Variation theory of learning will first be explained, followed by what teaching Chinese characters means. Most importantly, how variation theory can be applied in teaching Chinese characters is then articulated. After that, the results of a study using variation theory of learning Chinese characters as a data analysis tool will be reported. The study investigated what the different categories of children’s learning errors are in character recognition activities in natural kindergarten settings. 142 in-service teachers were recruited to observe the everyday performance of children. Eventually, 758 learning errors were obtained, which emerged as four categories: (1) mixing up the functions of linguistic signs, (2) mixing up linguistic signs, (3) mixing up other linguistic signs of characters, and (4) mixing up aspects other than linguistic signs. Finally, the paper will be concluded by a discussion of how variation theory of learning Chinese characters differs from the results of previous research as well as its implications to the practices of teaching.

Keywords

early literacy, error analysis, teaching Chinese characters, meaning-making, variation theory

source

International Journal of Chinese Language Education; Dec 2024; Issue No. 16; p.165-186

Language

Chinese