abstract:

This paper analyzes the thinking characteristics and difficulties of foreign students in learning Chinese characters, and suggests that the teaching method of "speaking first and then writing" and "Chinese going hand in hand" should be properly selected according to the characteristics of students, and the teaching should be carried out step by step according to the principles of "from simplicity to complexity" and "from easy to difficult".

Keywords: teaching Chinese characters as a foreign language

Teaching Chinese characters is the key and difficult point in teaching Chinese as a foreign language. For foreign students in Japan, South Korea and other countries, it is relatively easy to learn and remember Chinese characters because they have been exposed to some Chinese characters in their own languages and have a good feeling of "characters". For those students whose mother tongue is Pinyin, it is relatively difficult to learn Chinese characters, and there is no mechanism to deal with image symbols in their minds. In their view, men are mysterious and irregular figures, and it is very difficult to arouse pronunciation and semantics by recognizing figures.

Teachers of Chinese as a foreign language should understand the characteristics of Chinese character learning of students from different countries and arrange Chinese character teaching accordingly. Teachers should make students aware of the importance of learning Chinese characters, make students interested in Chinese characters, arrange the teaching progress of Chinese characters reasonably, and don't let students remember a large number of Chinese characters in a short time, resulting in fear of difficulties; We should not pay too much attention to the teaching of pronunciation and oral English, but ignore the cultivation of Chinese character reading and writing ability.

First, according to students' characteristics, the Chinese teaching methods of "speaking first and writing later" and "Chinese goes hand in hand" should be appropriately selected.

The so-called "speaking before writing" means that in the early stage of Chinese teaching, pinyin is used for teaching, and after students have mastered certain vocabulary and sentence patterns, they have a preliminary understanding of Chinese, and then concentrate on introducing Chinese characters. This method can make students enter the Chinese context more quickly in the early stage of Chinese learning, which is easier for foreign students whose mother tongue is Pinyin to accept and master. Therefore, for this kind of beginners, teachers can consider using pinyin for teaching in the first month or longer, so that students can quickly master more vocabulary, and can also consolidate and standardize the use of pinyin, laying a good foundation for future study. When using this teaching method, teachers should also introduce Chinese characters to students appropriately, so as not to make students feel excluded from Chinese characters. They can introduce some simple hieroglyphs to gradually cultivate students' interest and pave the way for further Chinese character teaching.

The teaching method of "Chinese goes hand in hand" is to teach Chinese characters at the early stage of language learning, and to learn pronunciation and Chinese characters at the same time, so that students can master the sound, form and meaning of Chinese characters at the same time. Although this teaching method has brought some difficulties to students in memorizing Chinese characters and vocabulary, it is of great help to Chinese learning. Because there are a large number of homophones in Chinese, if only pronunciation is taught, students will be confused about the meaning and meaning of words, and it is difficult to distinguish them by pronunciation alone. The method of "Chinese goes hand in hand" can help students better understand the characteristics of Chinese characters and the lexical rules of Chinese, and establish the language mechanism of Chinese character recognition earlier. For students who have a certain foundation of Chinese characters, such as foreign students from Korea and Japan, teachers can adopt the teaching method of "Chinese goes hand in hand"; For students who have no basic knowledge of Chinese characters, teachers can also try "Chinese goes hand in hand" to help students overcome the obstacles in learning Chinese characters as soon as possible.

Second, the teaching of Chinese characters should follow the principles of "from simplicity to complexity" and "from easy to difficult", step by step.

According to people's thinking characteristics, simple and vivid Chinese characters are more acceptable. For foreign students who have no foundation in Chinese characters, teachers should first choose some simple pictographs and single words for teaching, and can introduce visualized Chinese characters with pictures; Teachers can also introduce the evolution and composition of Chinese characters appropriately, so that students can have a perceptual knowledge of Chinese characters and increase their interest in learning Chinese characters.

In the further teaching of Chinese characters, teachers can guide students to identify the radicals of Chinese characters, understand the ideographic function of the radicals of Chinese characters and the word-formation characteristics of pictophonetic characters, so as to gradually guide students to form a rational understanding of the structure of Chinese characters and pay attention to the use of laws to identify and remember Chinese characters.

When explaining the structure of Chinese characters, teachers should pay attention to the scientific nature of the explanation, and should not make subjective assumptions, let alone make random connections, so as not to mislead students. In addition, due to the complexity of the formation and evolution of Chinese characters, many phonetic characters have lost their original functions, and their sounds and meanings have changed greatly. Therefore, teachers can neither let students rely too much on the phonetic function of pictophonetic characters of Chinese characters, nor pursue the formation process of glyphs too much, so as not to give up the whole thing.

References:

[1] Peng. On the etymological teaching method in teaching Chinese characters as a foreign language [J]. Journal of Chongqing University of Arts and Sciences: Social Science Edition, 2008(06).

[2] Ma Yanhui. Teaching Chinese characters and words as a foreign language [J]. Journal of Xiangtan Normal University: Social Science Edition, 2009(05).

[3] Xu Yuhong. Teaching Chinese characters is the most important thing in teaching Chinese as a foreign language [J]. Journal of guizhou minzu university: Philosophy and Social Sciences Edition, 2009(04).

[4] Li Li Chinese character culture and teaching Chinese characters as a foreign language [J]. Journal of Gansu Radio and TV University, 2009(02).

[5] Zhang Haiyan. Research on Chinese Character Teaching in Teaching Chinese as a Foreign Language [J]. Theoretical circles, 2009(06).

[6] Zhao Mingde. The easy learning of Chinese characters and new ways of teaching Chinese as a foreign language [J]. Chinese character culture, 2009(02).

;