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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 22, 2002 - Issue 2
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Original Articles

Effective Use of Hanyu Pinyin and English Translations as Extra Stimulus Prompts on Learning of Chinese Characters

Kevin K. H. Chung
Pages 149-164 | Published online: 02 Jul 2010

Citations (15)

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Read on this site (1)

KevinK. H. Chung. (2007) Presentation Factors in the Learning of Chinese Characters: The order and position of Hanyu pinyin and English translations. Educational Psychology 27:1, pages 1-20.
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Articles from other publishers (14)

Zimu Li. (2023) Study on the Effect of Different Presentation Methods of Chinese Text with Phonetic Notation. Journal of Education and Educational Research 3:3, pages 79-81.
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Chenxuan He. (2023) Mediation Effects of Character-related Tasks between Instruction Type and Character Writing in Delayed Character Introduction for Chinese as a Foreign Language Learners. Journal of Education and Educational Research 2:2, pages 100-103.
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Jiang Liu & Seth Wiener. (2021) CFL learners’ Mandarin syllable-tone word production: effects of task and prior phonological and lexical learning. Chinese as a Second Language Research 10:1, pages 31-52.
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Huimin Xiao, Caihua Xu & Hetty Rusamy. (2020) Pinyin Spelling Promotes Reading Abilities of Adolescents Learning Chinese as a Foreign Language: Evidence From Mediation Models. Frontiers in Psychology 11.
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Li-Chih Wang, Duo Liu, Kevin Kien-Hoa Chung & Szu-Yin Chu. (2020) The link between auditory temporal processing and knowledge of the phonological coding system in learning to read Chinese. Learning and Individual Differences 80, pages 101883.
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Yufen Chang. (2018) How pinyin tone formats and character orthography influence Chinese learners’ tone acquisition. Chinese as a Second Language Research 7:2, pages 195-219.
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Luan Li, Hua-Chen Wang, Anne Castles, Miao-Ling Hsieh & Eva Marinus. (2018) Phonetic radicals, not phonological coding systems, support orthographic learning via self-teaching in Chinese. Cognition 176, pages 184-194.
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Xiaxing Pan, Huiyuan Jin & Haitao Liu. (2015) Motives for Chinese script simplification. Language Problems and Language Planning 39:1, pages 1-32.
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Helen H. Shen & Wenjing Xu. (2015) Active Learning: Qualitative Inquiries Into Vocabulary Instruction in Chinese L2 Classrooms. Foreign Language Annals 48:1, pages 82-99.
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Helen H. Shen. (2013) Chinese L2 Literacy Development: Cognitive Characteristics, Learning Strategies, and Pedagogical Interventions. Language and Linguistics Compass 7:7, pages 371-387.
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Chee Ha Lee & Slava Kalyuga. (2011) Effectiveness of Different Pinyin Presentation Formats in Learning Chinese Characters: A Cognitive Load Perspective. Language Learning 61:4, pages 1099-1118.
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Dan Lin, Catherine McBride-Chang, Hua Shu, Yuping Zhang, Hong Li, Juan Zhang, Dorit Aram & Iris Levin. (2010) Small Wins Big. Psychological Science 21:8, pages 1117-1122.
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Kevin K.H. Chung. (2008) What effect do mixed sensory mode instructional formats have on both novice and experienced learners of Chinese characters?. Learning and Instruction 18:1, pages 96-108.
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Rosalind Latiner Raby. (2003) Comparative and International Education: A Bibliography (2002). Comparative Education Review 47:3, pages 352-420.
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