Focusing on a Subset of Scripts Enhances the Learning Efficiency of Second Language Writing System

PACLIC 28 !318 Focusing on a Subset of Scripts Enhances the Learning Efficiency of Second Language Writing System Ching-Pong Au Yuk-Man Cheung Community College of City University Hong Kong Baptist University 6/F, AC2, City University of Hong Kong, SCE, 2/F, Franki Centre, 320 Junction Road Tat Chee Avenue, Kowloon Tong, Hong Kong Kowloon Tong, Hong Kong chingpau@cityu.edu.hk cheungym@hkbu.edu.hk Charles Chen, Jr. The Hong Kong Polytechnic University Hung Hom, Kowloon, Hong Kong ctchen@polyu.edu.hk Abstract Memorizing the whole set of graphemes is generally accepted as the first step of learning a phonogramic language. However, it is demanding for L2 learners to familiarize the whole inventory of graphemes in advance if the language has a relatively large inventory size. We propose that learning a subset of graphemes would largely enhance the learning efficiency by reducing the memory burden. With homophony minimized, effort of acquiring vocabulary in elementary stage can be greatly reduced. In this paper, the writing system of Thai is used to illustrate the main idea. Besides, the method may also be extendable to Japanese and Korean, which grapheme inventory sizes are smaller. 1 Introduction There is a general assumption in many language textbooks that L2 learners are able to comprehend and produce scripts of any second language just because they have acquired the reading and writing ability in their first language. However, different processes and strategies are actually involved in L1 and L2 writing systems (L1WS and L2WS) and should not be ignored by the learning material designers or the language teachers (Bassetti, 2006). English is an international language learnt globally by most people and textbooks of English are perhaps the most convenient model being imitated by textbooks of other languages for L2 learners. In the first lesson of learning a L2WS, the first thing that comes to our mind is the 26 letters. Therefore, learning how to read and write kana and hangul are expected in the first chapter of Japanese or Korean textbooks, because they function like the 26 letters of English as the most basic building blocks in the writing system (WS, hereafter). Although it may take some time for learners to “swallow” graphemes like kana or hangul, it is not a daunting task for most people to master (at least to recognize) them well enough for general usage. However, there are also WSs which are less “learner-friendly” – Thai WS is one of them. In Hong Kong, we observed through classroom teaching that many L2 learners of Japanese or Korean can memorize kana or hangul reasonably well within weeks or even days; while L2 learners of Thai tend to give up learning to read and write for good, and confine their learning to verbal language. In the present thesis, we propose that (1) WSs that have relatively large inventory size could be learnt more efficiently through reordering the learning sequence; (2) the usage frequencies of the basic writing units are important criteria for deciding on the learning sequence; (3) learning materials designed for L2WS adult learners should …

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