Exploring Relationships Between L2 Chinese Character Writing and Reading Acquisition From Embodied Cognitive Perspectives: Evidence From HSK Big Data.

Xingsan Chai,Mingzhu Ma

doi:10.3389/fpsyg.2021.779190

Xingsan Chai, Mingzhu Ma

Open Access

https://doi.org/10.3389/fpsyg.2021.779190

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Abstract

Chinese characters are central to understanding how learners learn to read a logographic script. However, researchers know little about the role of character writing in reading Chinese as a second language (CSL). Unlike an alphabetic script, a Chinese character symbol transmits semantic information and is a cultural icon bridging embodied experience and text meaning. As a unique embodied practice, writing by hand contributes to cognitive processing in Chinese reading. Therefore, it is essential to clarify how Chinese character writing (bodily activity), language distance (past language usage), and cultural background (bodily coupling with the environment) influence CSL reading proficiency. Based on extant research on L2 reading acquisition and strength of key theoretical perspectives of embodied cognition theory (ECT), this study tested a regression model for CSL reading involving individual-level factors (Chinese character writing proficiency [CCWP]) and group-level predictors (language distance and cultural background). This study collected big data in a sample of 74,362 CSL learners with 67 diverse L1s. Results of hierarchical linear modeling showed a significant effect of CCWP and significant language distance × CCWP interaction effect on reading proficiency; however, cultural background × CCWP interaction effect was not significant. These results conform to the ECT and indicate that bodily activity, past language usage, and cultural background aided reading. CCWP may benefit from withstanding the negative transfer from L1s. Furthermore, CCWP and cultural background are not synergistic predictors of reading. This study may open novel avenues for explorations of CSL reading development.

Highlights

The increasing use of electronic media and devices gives rise to a spirited debate centering on the role of Chinese characters: does Chinese reading depend on character writing1 (Tan et al, 2005b; Bi et al, 2009)? Is it necessary to learn Chinese character writing (Allen, 2008; Lam and McBride, 2018; Zhou et al, 2020)? When is the best time to start learning Chinese characters? (Ye, 2013; Knell and West, 2017)
This study aimed to examine the role of Chinese handwriting in reading acquisition through big data from a national Chinese as a second language (CSL) proficiency test, Hanyu Shuiping Kaoshi (HSK)
Focusing on the role of CCWP in reading comprehension among CSL intermediates and adopting big data from HSK, this study contributed to a better understanding of the embodied cognition theory (ECT) in SLA

Summary

Introduction

Over the past two decades, many cross-disciplinary scholars have attempted to solve these problems These studies mainly focused on character recognition (e.g., Siok and Fletcher, 2001; Liao et al, 2008; Guan and Fraundorf, 2020; Jiang et al, 2020; Zhang H. et al, 2020; Zimmer and Fischer, 2020; Guan et al, 2021), without considering the role of the embodiment of handwriting, which is deemed essential to the embodied cognition theory (ECT). The ECT underlines the interaction among perception, action, body, and the environment (Barsalou, 2008) This theory offers a novel perspective on relationships between language and cognition (that is, the physical body and embodied experience are the origins of cognition), setting it apart from the modular view of linguistic nativism, linguistic determinism, and linguistic relativity, which treats language and cognition as distinct and independent systems

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