Paradigmatic Analysis of Chinese Word Reading: Research Findings and Classroom Practices

This chapter first examines the morphosyllabic or phonosemantic nature of Chinese, and discusses paradigmatic analysis in emphasizing a network of linguistic connections in analytic Chinese word reading. There is strong evidence from experimental psychology that the “universal” phonological principle also applies to lexical access in Chinese. Studies of phonological processing relating to manipulation of speech sounds by Chinese adults in Beijing, Chinese children in Taiwan and Hong Kong, and Chinese university students in Hong Kong are discussed. Careful analyses of these studies suggest the need to examine linguistic variables, especially the internal structure of the syllable pertaining to sonority contour in spoken word perception and production, intervocalic consonants, and to initial (onset) and final (rime) including tone assignment in Chinese syllables. The precise role of these variables in relation to learning to read and spell in Chinese still needs investigation. Chinese language, linguistics and classroom practices all emphasize the integrative nature in learning the shape, sound and meaning of characters. This integrative approach is supported by the psychological principles of redundancy and precision in promoting lexical representation.

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