Mediation Effects of Character-related Tasks between Instruction Type and Character Writing in Delayed Character Introduction for Chinese as a Foreign Language Learners

Abstract

Delayed Character Introduction (DCI) is commonly used in curricula for Chinese as a Foreign Language (CFL) Learners. This study further divides DCI into two sub-types: Listening/Speaking-Reading/Writing (LS-RW) - delay literacy skills (reading and writing) after acquiring oral language (listening and speaking), and Listening/Speaking/Reading-Writing (LSR-W) - delay writing skills after mastering listening, speaking, and reading skills (LSR-W). Results suggested that the LSR-W model was more effective for beginning CFL learners to acquire Chinese characters. Moreover, it was found that radical awareness and pinyin and meaning production together mediated the relationship between the type of DCI model and character writing, and pinyin and meaning production made unique contributions to character writing outcomes as a mediator.