A Cognitive-Interactive Approach to Chinese Characters Learning: System Design and Development Yu-Ju Lan1, Yao-Ting Sung2, Chia-Yu Wu3, Rui-Lin Wang2, and Kuo-En Chang3 1 Department of Applied Chinese Languages and Literature, National Taiwan Normal University, No.2, Sec. 1, Ren-ai Rd., Linkou Township, Taipei County 244, Taiwan
[email protected] 2 Department of Educational Psychology and Counseling, National Taiwan Normal University, National Taiwan Normal University, 162, Sec. 1, Ho-Ping E. Rd., Taipei, Taiwan
[email protected] 3 Graduate Institute of Information and Computer Education, National Taiwan Normal University, 162, Sec. 1, Ho-Ping E. Rd., Taipei, Taiwan
[email protected] Abstract. A solid knowledge of Chinese characters plays an important role in Chinese reading. Essentially, Chinese characters, a graphic- based orthographic rule, are much different from the words of an alphabetic language, such as Eng- lish, French, etc. The uniqueness of Chinese characters make it is extremely dif- ficult for most of the CFL/CSL learners no matter what their nationalities are. In this paper we developed a Chinese character learning system based on a cog- nitive-interactive perspective to help CFL/CSL learners learn Chinese charac- ters. The results of a preliminary survey show that most of the surveyed CSL learners approved the learning system’s design rationale as well as made posi- tive comments on the system learning effect upon their Chinese character knowledge construction. Keywords: Chinese character, romantic radicals, Chinese as a foreign/ second language (CFL/CSL), cognitive-interactive. 1 Introduction Students’ reading abilities play an important role in their academic achievement.