One of the most common questions I receive is what my flashcard deck looks like and how I think one should organise a deck of flashcards for optimum learning. The reason I seldom give straight answers to these questions is that the true answer is usually “it depends”. However, I can still say quite a lot about what it depends on and I will try to do so in this article.
Note that what I say here is generally applicable for flashcard programs in general (including paper flashcards, actually), but the specific software you’re using might limit what you can do. Anki is the only program I know that allows you to do everything I talk about here and more (although it is certainly harder to use). Other programs might be really good for other reasons, such as Skritter being excellent for handwriting, but this is not something I plan to discuss in this article. Instead, I will keep to major principles and leave different software for later.
Flashcard overflow, part 1: Review direction
One of the most immediate problems that faces people who use spaced repetition software is that they need to decide how they want their flashcards to work. In its most basic form, this question is a matter of direction. The most basic kind of flashcards have two sides, front and back, and you need to decide what goes on the front and what goes on the back.
Sounds easy? It’s not. Even if your particular program only allows you to enter three elements on each flashcard, such as Chinese character(s), pronunciation and definition, you still face the problem of directionality. Given three elements, you can set up three different kinds of cards. Actually, if we mix in audio recordings or pictures, you can have more combinations than this, but let’s not make it more complicated than it already is:
- Chinese characters on the front, pronunciation and definition on the back
- Pronunciation on the front, Chinese characters and definition on the back
- Definition on the front, Chinese characters and pronunciation on the back
This means that if we want to learn 500 words from the textbook we’re currently using, we could end up with 500 words, but 1500 flashcards, three for each word. This might be manageable, but if your vocabulary swells to thousands of words, your flashcard deck will become unusable very quickly. This is what I mean when I say flashcard overflow and it’s a very real problem. Before we start talking about solutions, let’s look at a second problem that is the nail in the coffin for the idea that you can create flashcards for everything.
Flashcard overflow, part 2: Review level
As if it wasn’t enough that we tripled the number of flashcards above, we also have to take into account what linguistic level we’re aiming for and therefore what we write on each side of the flashcard. Here’s a breakdown of the possible levels, starting with the smallest:
- Character components (phonemes for sound)
- Individual characters (monosyllables for sound)
- Single words
- Short phrases and collocations
Let’s say we encounter the sentence 今天太阳很大 and we want to learn it. Should we put the entire sentence on one card? Should we add 太阳很大 to focus our attention on the fact that we can say “the sun is big” in Chinese to indicate that it’s sunny? Should we add 今天, 太阳 and 大 as three separate words? Should we also add 阳 as a separate character that means “sun”? Or perhaps break it down even further and add 阝 which isn’t a character in itself, but is a common component that means “hill”, and 日 which is a character that also means “sun”?
Clearly, we can’t do all of this at the same time, especially not consider that each question can be answered in three ways depending on what you put on the front of the flashcard, the number of cards will spin out of control very fast. The question, then, in what should we add?
What cards should I add? It depends on what you want to learn!
Let’s return to the “it depends” answer I usually give to people who ask about flashcard models and review directions. First, the review direction (i.e. what you put on the front of the card) is mostly determined by what you use your flashcards for and what you cover through other means of studying (remember, spaced repetition software isn’t a panacea).
Here’s my personal philosophy:
- For basic words, add both characters to pronunciation/definition and definition to pronunciation/characters. You need to understand these words and you need to be able to produce them as well. If the words are really basic and if you practise Chinese often, you can probably do away with the second type of cards because you will learn that by using the words.
- When you encounter new sentence patterns or grammar, use sentences. This should be quite obvious, but don’t treat sentence patterns such as 因为… 所以… like single words, instead add sentences. If you find new instances of the same pattern that don’t fit your previous understanding, you can consider adding these as well. I don’t think that adding an example sentence is enough, though, you need the sentence to be part of the question.
- For anything beyond the basics (synonyms of words you already know, for instance), just add characters to pronunciation/definition. Your goal here is to boost your understanding of Chinese, you will learn how to use these words through exposure, but you need to understand Chinese in order to get exposed to it a lot. I’m a firm believer in that we need to learn things passively before we learn them actively. Exactly how to do this will be the focus of at least one future article.
- Whenever you encounter problems with words you have already learnt (such as something that goes against your understanding of the word or shows a new, cool ways of using it), focus on the problem and add a card that targets that problem. For collocation problems and problems with function words, use cloze test (a test where you remove the keyword from a sentence; fill in the gap); for characters you forget how to write, add single radicals and use mnemonics. Don’t go on tilt, be sensible.
The level you choose (component, character, word, etc.) depends mainly on these factors:
- The reason for wanting to learning the item – When you consider adding a flashcard, you presumably have a reason for doing so (if you don’t, you really shouldn’t add the card). Why do you want to add it? The obvious answer is that you want to add it because you don’t know something, but try to think one step further. What is it that you don’t know? If you see the sentence 今天太阳很大 you probably know at least some parts of the sentence. If you found the collocation 太陽-很大 new, focus on this (gap text or translation). If you didn’t know the word for sun, then adding the word 太陽 is a bitter idea. If you weren’t familiar with the word order in the sentence, you might want to add the entire sentence.
- The predictability of how the item is used – Some parts of a language have very strictly defined functions, tend to be more or less the same across languages and are therefore quite predictable. For instance, “table” is very similar to 桌子 and if you always translate “whale” into 鲸鱼 you will be right most of the time. In these cases, context plays a minor role, so adding entire sentences isn’t necessary; going for a single word is fine. Of course, you should try to add as few things as possible, we’re trying to deal with flashcard overflow after all!
- The productivity of the item – Productivity here refers to the number of expressions a particular item can generate or be part of. So, the most common radicals are ridiculously productive, whereas some chengyu (idioms) are not, which is one of the reasons I think learning chengyu is mostly a waste of time. The more productive an item is, the more you should consider adding it as a separate flashcard. You can use the common rule of three to determine this if you’re new to Chinese, so if you see something appear three times in different characters/words/sentences, you should consider learning it as a separate item.
In order for the above approach (my philosophy) to work, you need to spend a fair amount of time reading and listening, as well as actually practising using the language. In other words, this is not a method that works well if SRS takes up a large part of your study time. If it does, I would lean more towards using sentences since this is closer to the way the language is actually used.
This is too complicated! Is there a shortcut?
This might look very complicated when written down, but the process actually becomes natural quickly. First ask yourself what you want to be able to do with a certain word. If it seems likely that being able to know what it means is enough, go with Chinese on the front of the card and the rest on the back. If you want to add the card because you really want to be able to learn how to say this now rather than later, put the definition on the front of the card and/or use a cloze test.
You and your flashcard deck: A dynamic relationship
The most important thing to understand is that you should have an active relationship to your flashcard deck. It’s not like you have to decide exactly how to do things now and then stick to that for the rest of your life. For instance, learning the meaning of lots of characters can be very useful at a certain stage when learning Chinese, just as learning radicals can, but at some point, this stops being meaningful. Don’t hesitate to delete, change or add flashcards or flashcard models as you go a long (please read this article for a more thorough discussion of editing/deleting flashcards). Spaced repetition software should be a tool you use to maintain certain aspects of the Chinese language, not a chain that binds you to ways of studying you neither like nor find useful.
If you want to read more about flashcards and SRS, there’s plenty more to read here on Hacking Chinese:
More about spaced repetition on Hacking Chinese (newest first)
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