Defends the use of complex Chinese characters and criticizes the use made of his previous paper in an article by C. Cheng in this journal advocating the teaching of simplified characters. (CHK)

Supports Cheng's conclusions and points out that changes in Chinese teaching in this country must reflect the rapid changes in written characters in China itself. (CHK)

The problem of looking up Chinese characters in dictionaries indexed by classifiers is simplified by identifying the 68 high frequency classifiers for memorization and leaving the least frequent to be identified from a chart. (CHK)

Ease or difficulty of learning simplified and complex Chinese characters is examined in terms of recognition and reproduction. Empirical observations and careful studies of errors in learning situations lead to the conclusion that complex characters are harder to learn. Teaching of Chinese characters therefore should proceed from simplified to…

Discusses the article in this journal by C. Cheng advocating teaching of simplified Chinese characters. This article agrees with his conclusions but finds fault with his methodology. It is felt that the sequence of learning simplified and complex characters should be determined by both a Chinese linguist and an experimental psychologist. (CHK)

Reports on a study to determine whether students of Chinese read faster when the text is written in characters than when written in Romanization. Results show reading efficiency as determined by speed and errors in translation to be greater with Romanization, while there is more overall accuracy with characters. (CLK)

Discusses realities contributing to the avoidance of simplified characters by Chinese language teachers: (1) Many of them left China before 1949. (2) The Cold War and McCarthyism retarded the introduction of Chinese language realities. (3) Chinese language publications in the U.S. are mostly in complex characters. (KM)

The world of classical Chinese is distant both in time and space from the world of the English-speaking American. The instructor must not, however, use a no-attention-to-meaning approach assuming some words are untranslateable or create confusion in discussing the nature of Chinese script. (CFM)

This workbook accompanies the "Chinese (Cantonese) as a Second Language Reader." It contains a variety of exercises such as reading, translation, arranging words in order by number of strokes, changing from singular to plural, answering questions, copying, changing verbs to participle forms, and making statements negative or…

A report is made of a computer based instructional project in Chinese using the system known as PLATO conducted at the University of Illinois that has resulted in the creation of a file of three thousand Chinese characters and a set of Chinese lessons for first year students. (RM)

This modern Chinese textbook offers three main features. It contains a graded selection of writings in Chinese by some of the most important modern Chinese writers, representing a wide range of viewpoints. Secondly, all new words and phrases encountered in the lessons are defined in Chinese, so that the reader becomes accustomed to the use of…

This bilingual-bicultural reader in Japanese and English is intended for elementary school children in a bilingual education setting. Pen-and-ink drawings illustrate the story of a young Japanese-American boy at home and school. Each page of the text is written in Japanese characters, Romanized form, and in English. (NCR)

This bilingual-bicultural reader in Japanese and English is intended for elementary school children in a bilingual education setting. Photographs illustrate the story of a young Japanese-American girl and her activities in preparation for the celebration of Girls' Day. Each page of the text is written in Japanese Characters, Romanized form, and in…

This bilingual-bicultural reader in Cantonese and English is intended for elementary school children in a bilingual education setting. Pen-and-ink drawings illustrate the story of two children involved in the activities of the Chinese New Year. Each page of the text is written in Chinese characters, in Romanized form, and in English. (NCR)

This bilingual-bicultural reader in Japanese and English is intended for elementary school children in a bilingual education setting. Pen-and-ink drawings illustrate the story of a young Japanese boy and his activities on Children's Day. Each page of the text is written in Japanese characters, Romanized form, and in English. (NCR)