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A Study of Beginning-Level and Intermediate-Level Chinese Learners' Writing D Computer-based Writing and Paper-based Writing: A Study of Beginning-level and Intermediate-level Chinese Learners’ Writing Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Hana Kang, M.A. Department of East Asian Languages and Literatures The Ohio State University 2011 Dissertation Committee: Professor Marjorie K.M. Chan, Advisor Professor Alan Hirvela, Co-advisor Professor Mark Bender Copyright by Hana Kang 2011 Abstract Chinese writing is one of the most difficult challenges for Chinese learners whose first language writing system is alphabetic letters. Chinese teachers have incorporated computer-based writing into their teaching in the attempt to reduce the difficulties of writing in Chinese, with a particular emphasis on composing (as opposed to simply writing individual Chinese characters). However, there is a lack of study to fully understand the complexity of Chinese learners’ computer-based and paper-based writing modes and their writing development. This study compares these two writing modes of beginning-level and intermediate-level Chinese learners and investigates how they develop Chinese writing by analyzing their writing errors. This study uses “mixed methods” that include a combination of qualitative and quantitative approaches to examine participants’ Chinese writing. Surveys and interviews were conducted to examine participants’ views of Chinese writing and their attitudes toward computer-based and paper-based writing. In total, 58 beginning-level and 12 intermediate-level learners participated in the survey study. Individual writing sessions were arranged with 16 beginning-level and 12 intermediate-level participants for analyzing their writing process. Their paper-based writings were recorded using the Smartpen, a state-of-the-art pen-movement tracking device. Camtasia Studio, a computer ii screen capture program, was used to record computer-based Chinese writing. Two native Chinese teaching assistants graded participants’ writing using a ten-point scale to examine their writing with respect to clarity (in terms of character, vocabulary, and grammar error) and organization (in terms of style of writing and use of linking words). The survey data revealed that participants regarded Chinese writing as “handwriting of Chinese characters.” Due to the difficulty of learning Chinese characters, they thought that they would write Chinese better with computer typing. Different from participants’ perceptions on computer-based writing, paired t-test results of intermediate- level participants’ writings indicated that they wrote Chinese essays better with paper- based writing in terms of writing clarity and organization. Computer-based writing only helped participants produce fewer character errors. Interestingly, when participants wrote unfamiliar genres of writing, there was no difference between computer-based and paper- based writing. In addition, the analysis of the Chinese character writing process indicated that there was a correlation between following correct stroke-sequences and producing correct characters. By analyzing character errors and stroke-sequence errors, I identify three developmental stages of Chinese character writing: Pinyin writing, acquisition of stroke-shapes and rules of compound characters, and matching pronunciations with characters. This study contributes to the Chinese writing field by applying new methods to examine learners’ writing and experimenting with novel technologies to analyze their writing process. The findings reveal the importance of teaching correct stroke-sequences in Chinese character writing. Furthermore, this study discovers that computer-based writing allows Chinese learners to produce correct characters. Finally, it points out other iii important aspects of Chinese writing, including the syntax, genre, and use of Chinese resources, as they also influence Chinese learners’ writing. iv Dedication To my parents and Chaoli v Acknowledgements I thank the Center for the Study and Teaching of Writing (CSTW) at The Ohio State University for conferring me the Dissertation Research Award. The funding provided by this award allowed me to acquire and utilize a Smartpen and a digital camcorder for my dissertation research. It also enabled me to compensate my participants for their time and efforts spent on Chinese writing for this research purpose. Without great help from numerous people, I could not come to this far and finish my dissertation. First, I would like to express my deepest gratitude to my advisor Dr. Marjorie K.M. Chan (Ma Laoshi) for her warmhearted advice and support to my graduate study and my personal life. Ma Laoshi, you always welcome me at your office or home whenever I need your advice. You taught me not only Chinese linguistics but also ethical responsibilities as a teacher and a researcher. I will always remember that one should not abuse one’s power over students. I am also thankful for your trust to help you organize the 20th North American Conference on Chinese Linguistics (NACCL-20) and edit the conference proceedings. I really enjoyed working with you from which I learned the essential aspects of an academic life. Ma Laoshi, 唔該！謝謝! I would like to thank Dr. Alan Hirvela, my co-advisor, for his valuable time and advice on my dissertation. Dr. Hirvela, from the first time I met you, you gave me good advice on research, presentation, and publication. Without your encouragement, I could vi not have explored many research opportunities and presented my studies at various conferences. Your wonderful advice on the “Four Ps” of life (prosperity, patience, perseverance, and pride) inspires me to lead a meaningful life. Dr. Mark Bender, as my dissertation committee member, you always managed to reserve time for me on top of your busy schedule. I thank you for your kind advice to my study and teaching. I also learned a lot as your teaching assistant of EALL 131 class, which built a solid foundation for me to teach introductory East Asian cultures classes. I would also like to thank Dr. Youngjoo Yi. Dr. Yi, you taught me how to survive in the graduate school and shared your research experiences without hesitation. You kindly answered many questions and puzzles I had during the past several years. 언니 항상 언니가 경험한걸 주저 없이 알려주고 먼저 도움의 손을 내밀어 줘서 고마워요. 언니를 만나서 어려운 박사과정을 무사히 마칠 수 있었어요. There are many other people to whom I owe my thanks: Dr. Eun Hye Son, Debbie Kincely, Steven Knicely (史老师), Dr. Eric Yang, Soyoung Han, Dr. Jing Yan, Chunsheng Yang, Rongbin Zheng, Jia Yang, Bo Zhu, and my participants whom I cannot reveal their names. Dr. Eun Hye Son, I thank you for your pray and emotional support. 은혜, 항상 내가 필요할때 기도해주고 논문스트레스 받을때 msn 으로 경험 이야기해줘서 고마웠어. I also thank my colleagues in the Department of Humanities at Michigan Technological University for their encouragement. I would like to thank my family for their sacrifice and support. 부모님, 저를 위해 두 분의 인생을 희생하시면서 미국에 와서 더 좋은 교육기회를 주시고, 박사과정 공부 기간 동안 항상 저를 이해해 주시고, 믿어주시고, 격려해주셔서 vii 감사합니다. I am really grateful to my brother Shinho Kang who always found solutions when I had computer problems. I also thank my sister-in-law Elizabeth Chase- Kang who read my dissertation chapters. Finally, I thank my husband Dr. Chaoli Wang who encouraged me to finish my dissertation by saying “할 수 있어 加油!” Chaoli, I really appreciate your tremendous help on my dissertation writing. I feel lucky to have you as my husband. viii Vita 2001……………………………………….. B.A. Communication and Chinese Rutgers, The State University of New Jersey 2004………...……………………………... M.A. Chinese Linguistics Department of East Asian Languages and Literatures, The Ohio State University 2002 - 2008………………………...……... Graduate Teaching Associate Department of East Asian Languages and Literatures, The Ohio State University Spring 2006, Summer 2007, and July 2008 - June 2009…………………….. Lecturer Department of East Asian Languages and Literatures, The Ohio State University August 2009 - Current……………………. Instructor Department of Humanities, Michigan Technological University ix Publications Kang, Hana. 2010. Negotiation of Identities in Multilingual Setting: Korean 1.5 Generation in Email Writing. In Michelle Cox, Jay Jordan, Christina Ortmeier- Hooper and Gwen Gray Schwartz (eds.). Inventing Identities in Second Language Writing. National Council of Teachers of English. (NCTE). Boston, Bedford, Urbana, Illinois. Pages 296-302. Kang, Hana. 2008. A Discourse Analysis of Code Switching in Falling Leaves and Luoyeguigen 落葉歸根. In Marjorie K.M. Chan and Hana Kang (eds.). Proceedings of the 20th North American Conference on Chinese Linguistics (NACCL-20). Vol. 2. Columbus, Ohio: East Asian Studies Center, The Ohio State University. Pages 999-1010. Chan, Marjorie K.M. and Hana Kang (eds.). 2008. Proceedings of the 20th North American Conference on Chinese Linguistics (NACCL-20). 2 Volumes. Columbus, Ohio: East Asian Studies Center, The Ohio State University. Kang, Hana. 2007. A case study: Comparing reading strategies of advanced CFL learners on different genres and media of text. Paper Proceeding of the 21st Edward Hayes Graduate Research Forum at Knowledge Bank at The Ohio State University. https://kb.osu.edu/dspace/handle/1811/31925 (accessed 12/18/2010). Field of Study Major Field: East Asian Languages and Literatures Concentration: Chinese Linguistics Minor Field: Foreign/Second Language Education x TABLE OF CONTENTS Abstract………………………………………………………………………………....... ii Dedication……………………………………………………………………………......
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