An investigation of the relationship among orthography, phonology, and semantics in Chinese orthoepic competence for British school-age learners

Abstract

Over the last two decades, Chinese language learning in the United Kingdom has grown significantly, especially with a notable shift towards school-age learners. Despite this growth, the complexity of Chinese characters remains a major challenge, particularly in reading aloud and comprehension (orthoepy). This PhD study investigates the relationship between phonology, orthography, and semantics in shaping the orthoepic competence of British school-age learners. Using a mixed-method approach, this research employs quantitative methods to analyse students’ performance through tests and teacher surveys to explore the relationship among phonology, orthography and semantics, followed by their contributions to orthoepy competence. Additionally, it investigates the role of Pinyin in supporting Chinese language acquisition. Qualitative interviews are conducted to complement the quantitative findings, offering deeper insights into factors influencing orthoepic competence. Orthoepic competence. The study aims to expand existing knowledge by identifying British school-age learners’ linguistic challenges in acquiring Chinese. By examining the interaction between phonology, orthography, and semantics, it seeks to provide valuable insights for teachers and curriculum designers to refine teaching methods and materials to enhance Chinese language acquisition among this demographic. Ultimately, this research aims to facilitate more effective Chinese language education strategies in the UK, fostering greater proficiency and appreciation among school-age learners.

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Identifiers

ORCID for Jiachen Pan: orcid.org/0000-0003-3960-7881

ORCID for Ying Zheng: orcid.org/0000-0003-2574-0358

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