A Comparative Research On Chinese-character-Synchronization And Chinese-character-Asynchronization

According to the Chinese teaching to Chinese learners who do not have theChinese-character cultural background, the problem of dealing with the relationsbetween teaching of spoken Chinese and teaching of Chinese characters should betaken seriously; the problem is also taken seriously in the teaching research areaespecially the teachers who have enough Chinese teaching experiences to foreigners.There are two advocates to this problem; one advocate is Synchronous teachingbetween spoken Chinese and Chinese characters, another advocate is Asynchronousteaching between spoken Chinese and Chinese characters. There are many researcherswho have done a lot of work according to this two different teaching methods, thereare also some teachers who have attempted to do something new, but it is difficult tosay one of this two methods is much more better than another.It is well known thatChinese characters studying are obstacles to foreign students, a lot of overseasstudents gave up studying Chinese because of the difficulties of Chinese characters. Itis the key problems for dealing with the relations to teaching of spoken Chinese andteaching of Chinese characters. At present,Chinese teaching Area in China generallyuses the first teaching method——Synchronous teaching between spoken Chineseand Chinese characters, another teaching method——Asynchronous teachingbetween spoken Chinese and Chinese characters is also attempted,but nearly noeffect.This paper is doing two empirical researches to the foreign students who do nothave the Chinese-character cultural background. There are10students in the firsttesting group which is carrying out the first teaching model, they are studying togetherwith the Korean and Japanese; there are8students in the second testing group which is carrying out the second teaching model, they are separated from the Korean and theJapanese. The duration of the research is more than4months (one semester), thispaper has summarized by contrasting the examination score of their listening,speaking, reading and writing, there are two conclusions as follows:1) Teaching Chinese as a foreign language, it is necessary for NonChinese-character cultural circle students studying separately from the students whohave the Chinese characters cultural background.2) During the elementary Chinese teaching, according to the students who do nothave the Chinese characters cultural background, the teaching mode——Asynchronous teaching between spoken Chinese and Chinese characters is betterthan this teaching mode——Synchronous teaching between spoken Chinese andChinese characters.