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Conference Paper: Chinese character acquisition assessment for second language learners in Hong Kong kindergartens

TitleChinese character acquisition assessment for second language learners in Hong Kong kindergartens
Authors
Issue Date2019
PublisherAmerican Educational Research Association.
Citation
American Educational Research Association (AERA) Annual Conference: Leveraging Education Research in a 'Post-Truth' Era: Multimodal Narratives to Democratize Evidence, Toronto, Canada, 5-9 April 2019 How to Cite?
AbstractThere is a growing global urgency to understand non-native speaking children’s language acquisition. No appropriate assessment exists for L2 learners in their earliest stage of Chinese character acquisition. We developed an assessment for L2 kindergarteners in Hong Kong, with six subtests to assess learners’ abilities to associate among the form, sound, and meaning of 40 characters. We administered the assessment to 173 L2 children (aged five to six) in Hong Kong. A high model-data fit was found using the two-parameter logistic Item Response Theory model. The results demonstrated that the test was a valid and reliable measure for L2 kindergarteners and suggested that L2 learners may develop abilities to map between character meaning to sounds prior to form-related mapping.
DescriptionPaper Session: 43.046 - Early Childhood Assessments
Persistent Identifierhttp://hdl.handle.net/10722/276166

 

DC FieldValueLanguage
dc.contributor.authorChan, WYS-
dc.contributor.authorCheung, WM-
dc.contributor.authorHuang, Y-
dc.contributor.authorLam, WI-
dc.contributor.authorLin, C-
dc.date.accessioned2019-09-10T02:57:18Z-
dc.date.available2019-09-10T02:57:18Z-
dc.date.issued2019-
dc.identifier.citationAmerican Educational Research Association (AERA) Annual Conference: Leveraging Education Research in a 'Post-Truth' Era: Multimodal Narratives to Democratize Evidence, Toronto, Canada, 5-9 April 2019-
dc.identifier.urihttp://hdl.handle.net/10722/276166-
dc.descriptionPaper Session: 43.046 - Early Childhood Assessments-
dc.description.abstractThere is a growing global urgency to understand non-native speaking children’s language acquisition. No appropriate assessment exists for L2 learners in their earliest stage of Chinese character acquisition. We developed an assessment for L2 kindergarteners in Hong Kong, with six subtests to assess learners’ abilities to associate among the form, sound, and meaning of 40 characters. We administered the assessment to 173 L2 children (aged five to six) in Hong Kong. A high model-data fit was found using the two-parameter logistic Item Response Theory model. The results demonstrated that the test was a valid and reliable measure for L2 kindergarteners and suggested that L2 learners may develop abilities to map between character meaning to sounds prior to form-related mapping.-
dc.languageeng-
dc.publisherAmerican Educational Research Association. -
dc.relation.ispartofAERA (American Educational Research Association) Annual Meeting, 2019-
dc.rightsThis work may be downloaded only. It may not be copied or used for any purpose other than scholarship. If you wish to make copies or use it for a nonscholarly purpose, please contact AERA directly.-
dc.titleChinese character acquisition assessment for second language learners in Hong Kong kindergartens-
dc.typeConference_Paper-
dc.identifier.emailChan, WYS: swychan@hku.hk-
dc.identifier.emailCheung, WM: cwming@hkucc.hku.hk-
dc.identifier.emailLam, WI: jwilam@hku.hk-
dc.identifier.emailLin, C: chinhsi@hku.hk-
dc.identifier.authorityCheung, WM=rp00896-
dc.identifier.authorityLam, WI=rp00917-
dc.identifier.authorityLin, C=rp02286-
dc.identifier.hkuros304478-

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