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The Relationship between Chinese Ort...

Tang, Tsz Wan.

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The Relationship between Chinese Orthographic Knowledge, Transcription Skills and Writing Performance on Ethnic Minority Primary Students in Hong Kong.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relationship between Chinese Orthographic Knowledge, Transcription Skills and Writing Performance on Ethnic Minority Primary Students in Hong Kong./
Author:	Tang, Tsz Wan.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	239 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
Contained By:	Dissertations Abstracts International80-08A.
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13837773
ISBN:	9780438850712

The Relationship between Chinese Orthographic Knowledge, Transcription Skills and Writing Performance on Ethnic Minority Primary Students in Hong Kong.
Tang, Tsz Wan.

The Relationship between Chinese Orthographic Knowledge, Transcription Skills and Writing Performance on Ethnic Minority Primary Students in Hong Kong. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 239 p.

Source: Dissertations Abstracts International, Volume: 80-08, Section: A.

Thesis (D.E.D.)--The Chinese University of Hong Kong (Hong Kong), 2018.

This research aims to explore the relationship between Chinese orthographic knowledge, transcription skills and writing performance on ethnic minority primary students in HK. The research incorporates both quantitative testing and analysis as well as qualitative interviews to analyze students' knowledge on orthographic knowledge (i.e., semantic radical, character configuration and strokes) and transcription skills (i.e., handwriting and spelling ) and its effect on Chinese composition abilities of ethnic minority children in primary 4 and 6. Primary 4 (n=34) and primary 6 (n=37) totaling 71 subjects took part in the study and were tested on their orthographic knowledge, transcription skills as well as their writing performance. Afterwards, 16 subjects took part in a group interview. This research offers evidence that there is a strong relationship between the transcription skills and writing performance on ethnic minority children in HK. Among the two transcription skills, spelling is found to affect writing performance more so than handwriting skills, with spelling affecting students from primary 4 through 6, covering the entire primary education. Handwriting skills were found to have a significant effect towards the writing productivity in primary 4 students only. The limitations found in spelling confine the students' fluency in written expressions, which in turn not having enough cognitive load to have high level skills of planning and revising. This ultimately adversely affects their writing performance. On the other hand, the students' poor transcription skills have direct relationship with their lack of Chinese orthographic knowledge. The different aspects of Chinese orthographic knowledge affect students' ability to transcribe and compose in various degrees; with the effects of spelling more apparent than handwriting. Within the three aspects of orthographic knowledge, knowledge of semantic radical bears most importance. Semantic radical knowledge affects students' writing performance through their transcription skills, since students rely on semantic radical for cues when faced with spelling difficulties, using it to recall the correct character. The above research results provide support for the 'Simple View of Writing' model that underscore the importance of transcription skills in writing. Poor transcription skills have direct effect on the ethnic minority children's writing quality and productivity. The findings from the interview also shows that limitations on students' transcription skills results in them not having enough cognitive load for high level self- regulation executive functions; which proves the relationship between transcription and self-regulation executive functions. Lastly, recommendations were given to writing, both as a curriculum as well as teaching pedagogy, to help raise ethnic minority children's writing performance in Hong Kong.

ISBN: 9780438850712Subjects--Topical Terms:

3172512
Foreign language education.

The Relationship between Chinese Orthographic Knowledge, Transcription Skills and Writing Performance on Ethnic Minority Primary Students in Hong Kong.
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