Recent Publications

Journal Articles

Helen H. Shen & Chen-Hui Tsai (2010). A Web-Based Extensive Reading Program and its Assessment System. Journal of the Chinese Language Teachers Association, 45 (2) 19-47.

Abstract:This paper consists of two parts that introduce a web-based extensive Chinese reading program, the Chinese Reading World, for Chinese as a foreign language (CFL) adult users from begining to advanced levels. The first part focuses on the design and development of the program, including aspects of the pedagogical goals of the program; reading materials selection, adaptation, and organization; reading comprehension skill and fluency building; and individual reading proficiency assessment. The second part reoprts the development of the assessment system for the program by using a FileMaker Pro database and the Quia web survey tool to conduct ongoing , long-term, overal assessment and short-term, theme-focused asseessment to ensure the overall effectiveness of the program. Suggestions of appropriate use of this program to achieve the maximum effects are briefly discussed.
Key word: extensive reading, online Chinese reading, readign assessment

本文介绍如何建立适合成人初、中、高三级汉语学习者的中文泛读阅读网站—中文阅读天地以及它的评估系统。文章的第一部分着重介绍网站阅读课程的设计和制作包括目标的确立，材料的筛选，个体阅读理解技能、阅读流利度和阅读水平的检测。第二部分介绍如何运用FileMaker Pro 数据库和 Quia 网络问卷调查工具对中文泛读阅读网站进行长期的目标型评估和短期的主题型评估。文章最后对如何有效使用这一网站提出了几点建议。
关键词: 泛读网络中文阅读阅读评估

Program website: http://www.Chinesereadingworld.org

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Helen H. Shen (2010). Imagery and verbal coding approaches in Chinese vocabulary instruction. Language Teaching Research.,14, 485-499.

Abstract: This study consists of two instructional experiments. Within the framework of dual coding theory, the study compares the learning effects of two instructional encoding methods used in Chinese vocabulary instruction among students learning beginning Chinese as a foreign language. One method uses verbal encoding only, and the other method uses verbal encoding plus imagery encoding. Learning concrete words and abstract words is examined under these two encoding methods. The result shows that, compared with the verbal encoding method, the verbal plus imagery encoding method does not show a superior effect in retention of the sound, shape, and meaning of concrete words, but statistically significant differences are present in retention of the shape and meaning of abstract words. The study supports dual coding theory and confirms the importance of visual learning in Chinese vocabulary acquisition.
Key word: Chinese words, dual coding, vocabulary instruction, Chinese character instruction

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Helen H. Shen (2009). Size and Strength: Written vocabulary acquisition among advanced learners. Chinese Teaching in the World ,世界汉语教学 23, 1, 74-85

Abstract: This study investigates U.S. college advanced Chinese learners’ written vocabulary acquisition. It examines the levels of students’ written vocabulary size and strength with reference to the amount of 8,500 high frequency word list, the relationship between students’ vocabulary size and strength, the distribution of students’ known vocabulary in the word frequency span of 8,500words, and the relationship between students’ written vocabulary acquisition and their Chinese learning background. Based on the research results, the pedagogical implications of this study are suggested.
Key words：word acquisition Chinese word learning vocabulary size and strength vocabulary learning

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Helen H. Shen (2008) Cognitive theories and their application in Chinese vocabulary instruction认知理论及其在汉语作为二语的字词教学中的应用,Studies of Chinese Characters[中国文字研究], 10, 1, 149-158.

Abstract: This paper first addresses the role of five cognitive theories in vocabulary processing from the aspects of information encoding, processing, and retrieval. It discusses the use of dual coding theory in enabling both verbal and nonverbal processing on the purpose of? enhancing memorization, the use of cognitive load theory by controlling learners’ processing capacity in working memory to ensure schema acquisition and automation, the use of level-of-processing theory to ensure meaningful processing of new words which leads to a better memorization, the use of multimodal theory to involve learners’ multi-cognitive modals during encoding for a better retrieval, and the use of competition theory to emphasize contrasts between similar items in order to have an accurate retrieval of target items with similar features to other non-target items. Based on the principles of these five theories, this paper further discusses the characteristics of effective instructional methods and exemplifies how to design the methods for L2 Chinese vocabulary instruction.

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Helen H. Shen (2008) An analysis of word decision strategies among learners of Chinese, Foreign Language Annals, 41, 501-524.

Abstract: This study examines word decision strategies that 40 US college beginning and advanced learners of Chinese applied during reading. It first compares similarities and differences between the two groups in choosing strategies when making word decisions, then identifies effective word decision strategies from more than a hundred strategies used by learners.? Results of the study indicate that although learners use various strategies requiring multiple levels of linguistic knowledge, the strategy of matching the target item to the learners’ existing mental lexicon is predominant for both beginning and advanced learners. The results also show that the strategy of using contextual information to make word decisions is more frequently employed at the advanced level. In addition, the study revealed that the strategies required to use multiple linguistic cues and context information are better predictors of accurate word decision than other strategies.

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Abstract: This study first identifies commonly used Chinese character learning strategies employed by non-native (English-speaking) learners of Chinese and generalizes about the factors underlying these commonly used strategies. Then, it defines linear trends between learning levels and students' perceptions of the usefulness of the commonly used strategies grouped by the factors in the learning of characters. Ninety-five non-native speakers in Chinese classes from the beginning through the advanced Chinese classes participated in the study. Based on a descriptive analysis of a survey of character-learning strategies, thirty strategies are identified as commonly used by the learners. A factor analysis revealed that among these commonly used strategies, the orthographic knowledge-based cognitive strategies are the most commonly used, while metacognitive strategies related to structured preview and review are the second most commonly used. A regression analysis showed that linear trends exist between learning levels and learners' perceptions of the usefulness of strategies in the two groups.

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Abstract: This study investigates how different encoding strategies affect retention of Chinese characters. Three types of encoding strategies were investigated during character learning: rote memorization (shallow processing), student self-generated elaboration, and instructor-guided elaboration (deeper processing). MANOVA analysis indicates that deeper processing results in significantly better retention of sound and meaning of characters than does shallow processing. Of the two kinds of elaboration, retention of sound and meaning is significantly better with instructor-guided elaboration at a 20-minute interval, but this advantage disappears at a 48-hour recall interval. Comparison of the difference between recall of sound and recall of meaning across the three processing conditions reveals that instructor-guided elaboration significantly enhances retention of character meaning.

Abstract: This article provides a comprehensive review and critique of research being conducted in the learning and teaching of Chinese as a foreign language in the United States over the last twenty years. The review focuses on eight areas: acquisition of the spoken language, acquisition of characters and words, reading process and strategy, relationship between reading and writing, interlanguage development, effects of non-cognitive factors on language learning, pragmatics, language testing and assessment, and theory building for the acquisition of the written language. While examining the characteristics of research in each of these individual areas, the authors have also highlighted the common features that all these studies share: the emphasis on empirical research and theory verification, the use of both quantitative and qualitative paradigms, and the integration of macro- and micro-studies. In framing a research agenda of the future, the authors suggest that three major areas should receive special attention: broadening the scope of the research agenda; strengthening the scientific vigor in research design; and emphasizing international collaborative efforts for the integration of various topics of inquiry.

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Abstract: This paper examines the effects of grouping practice on written Chinese achievement among heritage learners in college Chinese classes. Subjects are two groups of heritage students: a homogeneous group (heritage students only) and a heterogeneous group (heritage students admixed with non-heritage students). Students' performance in written Chinese was measured by an instructor-made vocabulary test and the SAT II Chinese Test with Listening. Quantitative analysis of their performance shows that heritage students in the homogenous group perform significantly better in written Chinese with one year of study than do heritage students in the heterogeneous group with two years of study. This result suggests that in college-level Chinese language classes, tracking based on linguistic background can improve heritage students' academic achievement because it provides heritage students a better environment in which to learn to their maximum capacity.___________________________________________________________________________________________________________

Abstract: This study investigates possible developmental trends in children's invented spelling (or spelling errors) in Chinese elementary schools through the first to six grades. The entire study consists of two substudies: study A and Study B. Study A analyzes over 7000 invented spellings collected from the writing samples of 1200 students. Study B analyzes 3995 invented spellings that were collected form the spelling tests of 300 students. These invented spellings are sorted initially according to emerging patterns according to the way the invented spellings s deviate from standard spellings; they are then further subsumed into three general categories according to the linguistic principles of Chinese characters -- phonologically based spelling errors, graphemic spelling errors, and semantic spelling errors. Qualitative analysis of the invented spellings of these three categories indicates that Children's spelling errors are not random; rather they reflect the development of children's orthographic knowledge. Regression analysis for linear trend shows that a developmental trend in the use of spelling strategies exists: at the lower elementary level, phonological strategies predominate; as grade level advances, the use of graphemic and semantic strategies increases.

Abstract: This study investigates the interconnection of reading comprehension and reading-text-based (RTB) writing performance among college intermediate learners of Chinese as a foreign language. A conventional true/false task was used to assess reading performance; specially developed holistic and analytic assessment methods were used to assess writing performance. The results revealed a high level correlation between reading comprehension and holistic RTB writing scores, and a moderate correlation between reading comprehension and analytical RTB writing scores. Theoretical explanations for these correlations are discussed. Finally, pedagogical applications are briefly suggested.__________________________________________________________________________________________________________

Abstract: This study investigates the relationship of radical knowledge to recognition and production of novel phonetic-semantic compound characters among learners of Chinese as a foreign language. The subjects are 40 first- and second-year college students in Chinese classes. The result indicates that students' knowledge of radicals played an important role in their recognition of novel morphologically transparent compound characters, but not in morphologically opaque characters. The result also shows that students with good radical knowledge perform significantly better in production of novel morphological transparent characters than do students with poor radical knowledge.

Abstract: Learning 100 High-frequency Radicals is a textbook specifically designed for nonnative learners of Chinese. This is the first radical textbook which systematically introduces 100 high frequency radicals with plain language. The textbook also provides cultural stories and copious illustrations to help memorizing the radicals. In addition to the exercises in the workbook, there are further exercises on our companion website at http://www.uiowa.edu/~chinese. These online exercises are interactive and accompanied by pictures and music. Here students can further explore radicals according to their own needs and interests. The merit of this book lies in it’s not only focus on introducing radical knowledge but also on applying the radical knowledge to learn new characters. The textbook is written in English and Chinese and suitable for high school and college beginning level students. College advanced Chinese learners certainly will get benefits by reading the Chinese section of the textbook. ISBN 978-7-301-07845-7/H 1161.

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Abstract: This Textbook is written bilingually (English and Chinese). It consists of ten lessons. Lesson 1 provides a brief introduction to standard Chinese pronunciation and gives a holistic picture of the standard Chinese pronunciation system. Lessons 2-9 are designed to introduce Chinese speech sounds using the pinyin system-- 21 initials and 36 finals accompanied by copious illustrations. Lesson 10 gives a summary of basic phonetic spelling rules for writing Chinese syllables and tone changes in the context of intonation patterns. The last section of the Textbook is an Appendix which introduces classroom expressions by using learned pinyin knowledge. In addition to the handbook, a workbook corresponding to the handbook lessons provides exercises for each lesson. This allows learners to do more pinyin practice outside of class. The workbook exercises are accompanied by a CD and a website which has visual, aural, and interactive capability. All of these will make the exercises more interesting and meaningful to our learners. ISBN 7-5619-1618-3;

Abstract: Quantitative and qualitative approaches were used to investigate beginning college students’ learning behaviors in mastering Chinese semantic radicals. The investigation focused on four areas: determining the difficulty level of mastering the three linguistic components of a radical (sound, shape, and meaning); examining the type of difficulties that the learners were facing in learning radicals; finding the type of learning/teaching methods that learners considered most effective; and generalizing learners’ views on the importance of radical knowledge for character learning in general. The results show that beginning learners considered the sounds and shapes of radicals to be much more difficult to learn than their meanings. This observation was consistent with their performance on radical tests. Among various instructional methods, students consider these five are effective: a combination of aural, oral, visual repetition and review; explaining the etymology of the radical along with its origin and its historical development; relating radicals to character learning; taking quizzes and tests on radical knowledge method; and using games and activities in learning radicals. The results also indicated that 93% of the participants consider radical knowledge was helpful to learn Chinese characters in a number of ways. Based on the research findings, pedagogical implications of this study were briefly discussed.
Key words: Chinese radicals, Chinese teaching, Chinese orthography, submorphemes

Abstract: This study investigates intentional word learning through independent reading and related factors among advanced CFL learners. A comparison of pre- and post-reading vocabulary tests on a list of 15 new words from a twenty-minute reading including answering reading comprehension questions shows that learners' average vocabulary gain rate is 29%. Correlation analysis shows that both learners' existing vocabulary knowledge and reading ability associate with their new vocabulary gain, but the vocabulary knowledge has a stronger association with the new vocabulary gain. Regression analysis shows that unknown character rate in a reading text is also a factor affecting new word gain. Discussion on pedagogical implications of the study follows.

Abstract: Su Shi (1037-1101), one of the four great Song Dynasty calligraphers, was praised by later generations as the foremost representative of "shang yi su feng

", the established Song practice of expressing individuality through the brush. This paper first analyzes the unique artistic features of Su Shi's calligraphy from three perspectives: calligraphic style, brush technique, and spatial composition. The author then explores the relation between the artistic characteristics of Su's calligraphy on the one hand, and his personal qualities of naturalness, political integrity, and philosophic resignation on the other hand. Finally, the author concludes that Su Shi came to be regarded as a great calligrapher precisely because he persisted in expressing his character through the brush. The educational implications of this idea are briefly presented.

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Edited Volume

Michael.E.Everson & Helen H. Shen Eds(2010). Research Among Learners of Chinese as a Foreign Language.Published by the National Foreign Language Resource Center, University of Hawaii.

Book Review

Helen H. Shen (2011). Book Review for The Way of Chinese Characters by Jianhsin Wu, Boston: Cheng & Tsui Company and A New Multimedia Course for Learnimg Chinese Characters by Der-Lin Chao, Chinese Literacy Development Project. Journal of the Chinese Language Teachers Association, 46, 117-122.

Helen H. Shen (2007). Book Review for Modern Mandarin Chinese Grammar by Claudia Ross and Jing-heng S. Ma. New York: Routledge. The Modern Language Journal, 91,710-711.

Helen H. Shen (2006). Textbook Review for Connections I & II: A Cognitive Approach to Intermediate Chinese by Jennifer Li-Chia Liu. Bloomington: Indiana University Press. The Modern Language Journal, 90,435-436.

Helen H. Shen (2005). Textbook Review for Developing Writing Skills in Chinese by Boping Yuan and Kan Qian. London: Routledge. Journal of Chinese Language Teachers Association, 40, 111-116.

Helen H. Shen (2003). Textbook Review for Chinese Language and Culture: An Intermediate Reader by Weijia Huang and Qun Ao. Hongkong: The Chinese University Press. Journal of Chinese Language Teachers Association, 38, 119-122.