The Development Of Orthographic Awareness Among English L1 Learner Learning Chinese As Second Language

As an important part of linguistic awareness,orthographic awareness has been widely discussed in the area of applied linguistics,but so far,there are few researches in the field of Chinese as a second language acquisition.Furthermore,due to the limitation of longitidinal research difficulty,there are few researches on the longitidinal development of Chinese orthographic awareness.At the same time,there are few researches what can combine the orthographic awareness with the stroke orders and learning strategies of Chinese characters.In view of the above research status,we put forward three research questions in this thesis: how does the orthographic awareness of Chinese characters develop in the process of Chinese learning for the same group of learners whose mother tongue is English? What is the relationship between the process of dynamic stroke orders and learners’ orthographic awareness? Are learners’ learning methods and strategies related to their orthographic awareness?In order to answer these research questions,we conducted a six-month experiment among six English-speaking and Chinese as second language learners.The research methods includes direct copy,delayed copy and questionnaire survey,to record participants’ orthographic awareness and learning strategy,and the original designed computer application program and digital board were used to record students’ static writing results and dynamic writing process.Through the quantitative scoring,comparison and correlation analysis of the collected statistical results of static finished Chinese character materials,dynamic Chinese character writing process and learning strategy questionnaire,we draw the following conclusions:1.With the increase of learning time,learners’ orthographic awareness is gradually rising with fluctuations;the whole character,components and strokes show the level of orthographic awareness from different aspects;learners’ degree of errors of Chinese characters is from serious to slight.2.The accuracy of stroke order can also reflect the level of students’ orthographic awareness to a certain extent;the accuracy of stroke order develops more slowly than that of static stroke;there are longterm systematic errors in dynamic stroke order too,and the dynamic errors can reflect students’ understanding of Chinese characters’ s structure as well as the characteristics and memory process of them.3.With the increase of Chinese learning time,the use of some learning strategies will be changed,the frequency of Chinese application strategies,induction strategies and review strategies will be increased,while the native strategies and planning strategies will be the opposite;Learners with higher and lower orthographic awareness have some differences in learning strategies,the students with high orthographic awareness would use more induction strategies and application strategies,less use of native language strategies and memory strategies.