scholarly journals Categorization of Chinese Character Radicals and Instruction of Chinese Character for Teaching Chinese as Foreign Language

2017 ◽  
Vol 4 (1) ◽  
pp. 63
Author(s):  
Cui Jinming
Keyword(s):  
Foreign Language ◽  
Chinese Character ◽  
Hierarchical System ◽  
Chinese Characters ◽  
Chinese Learners ◽  
Chinese As Foreign Language ◽  
Teaching Chinese

<p align="LEFT">Chinese characters have always been the</p><p align="LEFT">difficulty of teaching Chinese as a foreign</p><p align="LEFT">language, especially for Chinese learners of</p><p align="LEFT">non-Chinese cultural circles. Based on the</p><p align="LEFT">characteristics of Chinese characters and the</p><p align="LEFT">cognitive law of "linguistic concept" and</p><p align="LEFT">"categorization" of Chinese characters, the</p><p align="LEFT">article aims to design a set of radicals "Typical</p><p align="LEFT">attribute", with the radicals as the "prototype",</p><p align="LEFT">"typical members" and "atypical members" of</p><p align="LEFT">the hierarchical system for Chinese learners</p><p align="LEFT">more systematic and more reasonable to master</p><p align="LEFT">the Chinese characters to provide a teaching</p><p>model, and After the teaching of Chinese</p><p>characters to provide some reference.</p>

Preliminary study of the effect of Incremental Rehearsal with a morphological component for teaching Chinese character recognition

2016 ◽  
Vol 37 (6) ◽  
pp. 627-643
Author(s):  
Elena Kwong ◽  
Matthew K. Burns
Keyword(s):  
Character Recognition ◽  
Chinese Character ◽  
Single Case ◽  
Kindergarten Students ◽  
Chinese Characters ◽  
Incremental Rehearsal ◽  
Chinese Character Recognition ◽  
Morphological Component ◽  
Teaching Chinese

The current study examined the effectiveness of Incremental Rehearsal (IR) for teaching Chinese character recognition using a single-case experimental design. In addition, a morphological component was added to standard IR procedures (IRM) to take into account the role of morphological awareness in Chinese reading. Three kindergarten students in Hong Kong who were learning Cantonese-Chinese were taught Chinese characters with IR and IRM over six weeks using two ABAB designs. The study found that both IR and IRM effectively increased retention and maintenance of Chinese characters.

scholarly journals Chinese and Slavic Culture Differences for Chinese Language Teaching in Ukraine

2020 ◽  
pp. 119-127
Author(s):  
Xiong Yuxiangt
Keyword(s):  
Foreign Language ◽  
Social Life ◽  
Language Teaching ◽  
Chinese Language ◽  
National Language ◽  
Cultural Communication ◽  
Cross Cultural Communication ◽  
Cultural Teaching ◽  
Chinese As Foreign Language ◽  
Teaching Chinese

Teaching Chinese as foreign language is not only a language teaching, but also a cultural teaching. To teachers, the teaching objects are foreigners who have different cultural backgrounds. To learners, it is a social cultural communication. There are lots of differences between Chinese and Slavic cultures, which have great impact on language learners. That is to say, teachers need to consider the differences and adopt effective measures to help Ukraine students grasp Chinese. Language is the carrier of culture, and language itself is also an important part of culture. "Teaching Chinese as a Foreign Language" is both a language teaching and a kind of cultural teaching. The unity of language teaching and cultural teaching is the most fundamental characteristic of teaching Chinese as a foreign language. The core and purpose of teaching Chinese as a foreign language is to cultivate students'communicative competence in Chinese. For students whose native language is non-Chinese, this communicative competence in Chinese is a cross-cultural communication ability. The system of kinship terms represents the traditional culture of any nation and reflect the historical accumulation of different titles, respectively, represent different language culture. Kinship terms, as a basic vocabulary in a tight form of the national language system. relatively stable, reflecting a social life of nations, cultural traditions, national psychology and so on. Although there are similarities between ethnic and national phenomenon, but similar does not mean exactly the same, there are some difference to identify those key kinship.

scholarly journals ISU DAN MASALAH PEMBELAJARAN DAN PEMUDAHCARAAN MENGENALI AKSARA CINA DI SEKOLAH RENDAH JENIS KEBANGSAAN CINA KUCHING [ISSUES AND PROBLEMS IN LEARNING AND TEACHING CHINESE CHARACTERS AT CHINESE VERNACULAR PRIMARY SCHOOLS KUCHING]

2020 ◽  
pp. 40-52
Author(s):  
CHIN HUAT YAP ◽  
GUAT PENG NGOI
Keyword(s):  
Character Recognition ◽  
Primary Schools ◽  
Chinese Character ◽  
Structured Interview ◽  
Language Teachers ◽  
Chinese Characters ◽  
Learning And Teaching ◽  
Chinese Character Recognition ◽  
Chinese Language Teachers ◽  
Teaching Chinese

This report is part of a study on the development of Chinese character recognition modules. This report focus in the issues and problems in the learning and teaching of Chinese characters among Chinese students and teachers in Chinese vernacular primary schools, Kuching. The purposive sampling is conducted in the selection of seven first-level Chinese language teachers. Data collected using a semi-structured interview and analyzed using keyword thematic techniques. Some of the identified issues in relation to student’s learning are: (1) Unable to recognize the form of characters and meaning of Chinese characters effectively, and (2) Unable to write Chinese characters correctly. While the issues generated in relation to teacher’s teaching are: (1) No emphasis in recognizing and acquisition of the Chinese characters during learning and teaching, and (2) Lack of awareness of the teaching approaches according to the characteristics of Chinese characters. The findings indicated that further studies related to the development of Chinese character recognition modules, reviews of Chinese characters learning in textbooks, the use of appropriate and effective methods to aquire Chinese characters are greatly needed to ensure the quality of the learning and teaching Chinese.

scholarly journals A Brief Analysis of Errors and Their Causes of Indonesian Students Learning Chinese Characters 浅析印尼留学生学习汉字的偏误及原因

Humaniora ◽  
2015 ◽  
Vol 6 (3) ◽  
pp. 334
Author(s):  
Lydia Anggreani
Keyword(s):  
Foreign Language ◽  
Chinese Characters ◽  
Chinese Word ◽  
Notation System ◽  
Reading And Writing ◽  
Cultural Teaching ◽  
Writing Skill ◽  
The Right ◽  
Teaching Chinese ◽  
Bahasa Indonesia

Chinese characters are symbols of written notation system. It is the carrier of heritage and development of Chinese cultural. Teaching Chinese as a foreign language is a new discipline that has rapidly developed, but Chinese characters are difficult to be taught and write. For bahasa Indonesia doesn't have any relation with Mandarin, it is easy to make mistake in learning Mandarin. When Indonesian students learned Chinese characters, they found that Chinese characters were one of the difficulties. Some of the students realized the importance of Chinese characters. They had learned every day, but the results were not ideal. Because some of the students did not learn very well in Chinese word, it affected their improvement in their listening, speaking, reading, and writing skill, also it affected their interest in learning Chinese. Nevertheless, some students found that Chinese characters were very hard so it pushed them to try harder in learning Mandarin and this kind of effort made them get good result; hence, it actually had some psychology effect. Research was done onIndonesian born Chinese that study abroad. Data collection was gathered from student’s exercises, homeworks, and exams. The result of the research is that Indonesian born Chinese usually didn't follow the right stroke in when learning Chinese characters.

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