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Development and Validation of a Chinese Character Acquisition Assessment for Second-Language Kindergarteners

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Title: Development and Validation of a Chinese Character Acquisition Assessment for Second-Language Kindergarteners
Language: English
Authors: Chan, Stephanie W. Y. (ORCID 0000-0001-8779-1164), Cheung, Wai Ming, Huang, Yanli, Lam, Wai-Ip, Lin, Chin-Hsi (ORCID 0000-0002-4730-0671)
Source: Language Testing. Apr 2020 37(2):215-234.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Chinese, Second Language Learning, Second Language Instruction, Written Language, Orthographic Symbols, Kindergarten, Language Skills, Language Tests, Correlation, Item Response Theory, Interrater Reliability, Phonemes, Cognitive Mapping, Foreign Countries, Intelligence Tests, Verbal Ability, Vocabulary, Scoring, Item Analysis, Pictorial Stimuli
Geographic Terms: Hong Kong
Assessment and Survey Identifiers: Peabody Picture Vocabulary Test
DOI: 10.1177/0265532219876527
ISSN: 0265-5322
Abstract: Demand for second-language (L2) Chinese education for kindergarteners has grown rapidly, but little is known about these kindergarteners' L2 skills, with existing studies focusing on school-age populations and alphabetic languages. Accordingly, we developed a six-subtest Chinese character acquisition assessment to measure L2 kindergarteners' abilities to make associations among the forms, sounds, and meanings of 40 Chinese characters, and administered it to 173 five- and six-year-old L2 kindergarteners in Hong Kong. We found a high model-to-data fit using the two-parameter logistic item response theory model (MS[subscript infit] = 0.87 to 1.07, ps > 0.41). Of the 40 items, 36 exhibited a range of difficulty and good discrimination. Internal consistency reliability and inter-rater reliability were also high. The children scored highest in the category of meaning-sound associations, followed by mapping from meaning to form. The results demonstrate that the instrument is adequately valid and reliable for assessing L2 kindergarteners' character acquisition and imply that child L2 learners may develop abilities to map meanings and sounds prior to their development of form-related mapping. With minor modifications, the developed instrument can be used in various child Chinese L2 programs around the world.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1247792
Database: ERIC
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  Data: Development and Validation of a Chinese Character Acquisition Assessment for Second-Language Kindergarteners
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  Data: <searchLink fieldCode="AR" term="%22Chan%2C+Stephanie+W%2E+Y%2E%22">Chan, Stephanie W. Y.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8779-1164">0000-0001-8779-1164</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cheung%2C+Wai+Ming%22">Cheung, Wai Ming</searchLink><br /><searchLink fieldCode="AR" term="%22Huang%2C+Yanli%22">Huang, Yanli</searchLink><br /><searchLink fieldCode="AR" term="%22Lam%2C+Wai-Ip%22">Lam, Wai-Ip</searchLink><br /><searchLink fieldCode="AR" term="%22Lin%2C+Chin-Hsi%22">Lin, Chin-Hsi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4730-0671">0000-0002-4730-0671</externalLink>)
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  Data: 0265-5322
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  Data: Demand for second-language (L2) Chinese education for kindergarteners has grown rapidly, but little is known about these kindergarteners' L2 skills, with existing studies focusing on school-age populations and alphabetic languages. Accordingly, we developed a six-subtest Chinese character acquisition assessment to measure L2 kindergarteners' abilities to make associations among the forms, sounds, and meanings of 40 Chinese characters, and administered it to 173 five- and six-year-old L2 kindergarteners in Hong Kong. We found a high model-to-data fit using the two-parameter logistic item response theory model (MS[subscript infit] = 0.87 to 1.07, ps > 0.41). Of the 40 items, 36 exhibited a range of difficulty and good discrimination. Internal consistency reliability and inter-rater reliability were also high. The children scored highest in the category of meaning-sound associations, followed by mapping from meaning to form. The results demonstrate that the instrument is adequately valid and reliable for assessing L2 kindergarteners' character acquisition and imply that child L2 learners may develop abilities to map meanings and sounds prior to their development of form-related mapping. With minor modifications, the developed instrument can be used in various child Chinese L2 programs around the world.
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