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.

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 A Correlational Study on Translation Ability, Reading Habit and Writing Skill

2017 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Hafid Sukri Hernandani
Keyword(s):  
Foreign Language ◽  
Random Sampling ◽  
Correlational Study ◽  
Reading Habit ◽  
Reading And Writing ◽  
English As Foreign Language ◽  
Writing Skill ◽  
Research Findings ◽  
Language Context ◽  
Cluster Random Sampling

<p>Numerous researches have viewed that translation, reading and writing<strong> </strong>as mutually reinforcing interactive processes in English as foreign language context. The aim of the article is to report an empirical study on the correlation between translation ability and reading habit toward writing skill either partially or simultaneously. The method used correlational study, with a test and a questionnaire as the technique of collecting data. The population was all of the eleventh grade students of SMA in Boyolali. The technique of choosing the sample was cluster random sampling. The techniques used to analyze the data are Simple and Multiple Linear Regression and Correlation. The research findings show that: (1) translation ability contributes to writing skill; (2) similar interaction is found between reading habit and writing skill; and (3) translation ability and reading habit simultaneously contribute to writing skill.</p>

scholarly journals Chinese vocabulary and elements of culture reflected in the lexical meaning as a challenge in the teaching of Chinese as a foreign language

2020 ◽  
Vol 62 (1) ◽  
pp. 89-106
Author(s):  
Zhiping Zhu
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Chinese Culture ◽  
Chinese Characters ◽  
Compound Words ◽  
Lexical Meaning ◽  
Investigation Methods ◽  
The Rich ◽  
Teaching Chinese ◽  
Different Levels

Abstract This paper describes the elements of Chinese culture enclosed in vocabulary and in the meaning of words; it is divided into four parts. Firstly, it is pointed out that, due to the fact that words are written down with Chinese characters, teachers of Chinese should purposefully help the students understand the rich culture contained in Chinese words, especially disyllabic compounds. Secondly, the article presents the investigation methods concerning compound words applied by the researchers of Chinese lexicon；It also assesses their applicability with regard to teaching a second language. Thirdly, the paper discusses five ways of incorporating Chinese culture during the process of formation of compound words, and points out their relationship with second language teaching. Finally, the paper discusses the methods applied in teaching Chinese vocabulary, and puts forward two methods of teaching vocabulary and their strategies at different levels.

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>

scholarly journals Jiǎgǔwén as a Means of Teaching Chinese Characters to Foreign Beginners

2021 ◽  
pp. 106-113
Author(s):  
Н. Шань ◽  
В. Жунчэнь
Keyword(s):  
Foreign Students ◽  
Chinese Language ◽  
Original Form ◽  
Teaching Methodology ◽  
Chinese Characters ◽  
Teaching Reading ◽  
Reading And Writing ◽  
Approach To Teaching ◽  
Teaching Chinese ◽  
Gradual Transformation

В статье доказывается целесообразность диахронического (исторического, эволюционного) подхода к обучению иностранных студентов узнаванию и написанию иероглифов. В настоящее время обучение китайской иероглифической письменности, в особенности на начальном этапе, является одним из самых главных объектов разноаспектных исследований в сфере разработки методики обучения китайскому языку как иностранному. Практика показывает, что одним из наиболее продуктивных способов преподавания иероглифики является изучение иероглифов через их происхождение, то есть посредством цзягувэнь, которые представляют собой короткие текстовые надписи на костях быков и панцирях черепах. На материале соответствующих заданий с использованием картинок прослеживается постепенный путь от пиктограмм к современной письменности. Данный подход, при котором отработка идет от упражнений в анализе и опознании к упражнениям в написании, является особенно эффективным, поскольку помогает студентам запоминать иероглифы не механически, а через осмысление их связи с первоначальной пиктограммой. The paper discusses the use of a diachronic (evolutionary) approach to teaching Chinese literacy to foreign students, especially at the opening stages of language acquisition. The methods and strategies of teaching reading and writing in Chinese still remain a controversial issue and, therefore, are in the focus of Chinese language teaching methodology. The authors believe that a diachronic approach can be of great use in demonstrating the link between the original form of the character (pictogram) and meaning, thus facilitating the retention of its contemporary graphic shape. The paper provides examples of gradual transformation of ancient jiǎgǔwén writing on bones and tortoise shells into more and more recognizable forms. It is this gradation that helps foreign students to see that many modern Chinese characters are motivated signs rather than arbitrary ones. The paper offers a sequence of exercises leading from analysis and recognition to writing. They are supposed to prevent mechanical cramming and to foster the skills of observation and the spirit of discovery.

Kesalahan Penggunaan Bahasa Perancis dalam Tulisan Mahasiswa Program Studi Sastra Perancis Unpad

Metahumaniora ◽  
2017 ◽  
Vol 7 (3) ◽  
pp. 368
Author(s):  
Gilang Januarsyah
Keyword(s):  
General Public ◽  
Qualitative Approach ◽  
French Language ◽  
Analysis Method ◽  
Writing Skill ◽  
Language Writing ◽  
The Difference ◽  
Observation Method ◽  
Bahasa Indonesia

ABSTRAKUntuk menghasilkan sebuah karangan berbahasa Perancis yang dapat dipahamioleh khalayak umum, mahasiswa harus menguasai kemampuan berbahasa Perancis ragamtulis yang baik dan benar sesuai dengan kaidah yang berlaku. Penelitian ini bertujuanuntuk menjelaskan kesalahan sintaksis yang dilakukan oleh mahasiswa Program StudiSastra Perancis Universitas Padjadjaran. Data yang digunakan dalam penelitian ini diambildari sepuluh karangan mahasiwa yang duduk di semester lima dan tujuh dan dianalisisdengan menggunakan metode simak dan metode analisis padan referensial translasionaldengan pendekatan kualitatif. Hasil dari penelitian ini menunjukkan bahwa kesalahantertinggi yang dilakukan mahasiswa adalah kesalahan dalam penggunaan passé composédan imparfait sebesar 50%, kemudian diikuti oleh kesalahan dalam penggunaan pronomrelatif simple et composé ‘pronomina penghubung bebas dan turunan’ sebesar 30%, danterakhir kesalahan dalam penggunaan pronom COD et COI ‘pronomina COD dan COI’ sebesar20%. Faktor yang menyebabkan terjadinya kesalahan tersebut adalah faktor linguistikyang disebabkan oleh perbedaan kaidah tatabahasa bahasa Indonesia dan Perancis.Selain itu terdapat pula faktor sosiolinguistik yang disebabkan oleh jarangnya mahasiswamembiasakan diri mereka untuk mengaplikasikan bahasa Perancis di luar kelas.Kata kunci: kesalahan, sintaksis, bahasa Perancis, tulis, pengajaranABST RACTTo produce a French-language essay that can be understood by the general public,the students should master the ability of French language in good and true writing skill inaccordance with the applicable rules. The aim of this research is to explain the syntactic errorsmade by students of French literature’s program at University Padjadjaran. The sources ofdata are taken from the ten student essays who sit in the fifth and seventh semesters, and themethods used in this research are Observation Method ‘Metode Simak’ and the analyticalreference translational analysis method with a qualitative approach. The results of thisresearch indicate that the highest errors that students make are the use of passé composéand imparfait as much as fifty percent, followed by errors in the use of pronom relatifsimple et composé ‘the free and derivative pronouns’ thirty percent, and the last error is inthe use of pronom CO D et CO I ‘‘The COD and COI pronouns’ twenty percent. The factors thatcause those errors are a linguistic caused by the difference rules of Indonesian and Frenchgrammar. In addition there are also sociolinguistic factors caused by the rarity of studentsfamiliarize themselves to apply the French language outside the classroom.Keywords: Error, syntax, French language, writing, teaching

scholarly journals Accessor Variety Criteria for Chinese Word Extraction

2004 ◽  
Vol 30 (1) ◽  
pp. 75-93 ◽  
Author(s):  
Haodi Feng ◽  
Kang Chen ◽  
Xiaotie Deng ◽  
Weimin Zheng
Keyword(s):  
Iterative Methods ◽  
Chinese Text ◽  
Simple Rule ◽  
Chinese Characters ◽  
Chinese Word ◽  
Text Collections ◽  
Large Corpus

We are interested in the problem of word extraction from Chinese text collections. We define a word to be a meaningful string composed of several Chinese characters. For example, ‘percent’, and, ‘more and more’, are not recognized as traditional Chinese words from the viewpoint of some people. However, in our work, they are words because they are very widely used and have specific meanings. We start with the viewpoint that a word is a distinguished linguistic entity that can be used in many different language environments. We consider the characters that are directly before a string (predecessors) and the characters that are directly after a string (successors) as important factors for determining the independence of the string. We call such characters accessors of the string, consider the number of distinct predecessors and successors of a string in a large corpus (TREC 5 and TREC 6 documents), and use them as the measurement of the context independency of a string from the rest of the sentences in the document. Our experiments confirm our hypothesis and show that this simple rule gives quite good results for Chinese word extraction and is comparable to, and for long words outperforms, other iterative methods.

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