Error Analysis And Teaching Countermeasures Of Hand Characters Of Intermediate Level British And American Students

British and American students,as a typical representative group of non Chinese character cultural circle students,have difficulty in mastering Chinese characters and have many errors in the learning process,among which the errors of hand characters emerge in endlessly.Hand character is one of the most common types of Chinese characters,which accounts for a considerable proportion in the learning content.In order to make clear the rules and causes of errors in Chinese character learning of British and American students,and put forward efficient and interesting learning methods to improve their learning situation,this study,with the help of Corder’s error analysis theory,analyzes and explores the hand character error corpus in HSK dynamic composition corpus,and analyzes the causes of errors according to the results of the exploration,puts forward teaching countermeasures and classroom design.The results show that most of the hand errors of intermediate level British and American students are distributed in the class A and class B characters in the syllabus.The errors of multi component characters are obvious,and they are distributed in the five types of structure,stroke,component,meaning construction and other characters errors.And there are more errors in component replacement,redundant strokes and irregular strokes.This shows that teachers should pay more attention to the teaching of components and strokes for intermediate level British and American students.Combined with Cordor’s theory of error attribution,the study roughly infers the causes of these errors.Because of the generalization of the writing rules of Chinese characters,British and American students can’t understand the composition of Chinese components and the meaning of Chinese characters from the perspective of structure;The negative transfer of writing habits and symbolic characteristics of mother tongue characters,there will be nonstandard writing of Chinese characters,lack of structural awareness,and incomprehension of the components of Chinese characters and the meaning of the whole Chinese characters;In addition,due to the influence of traditional teaching mode and textbook compilation,lack of systematic Chinese character training,combined with the characteristics of hand characters and unreasonable learning strategies,English and American students make more errors in Chinese characters and have greater learning difficulties.The research shows that Mr.Wang Ning’s Chinese character configuration theory pays attention to the regularity of the internal structure of Chinese characters,and advocates the separation of motivation and organic combination of components,which is very suitable for teaching.According to this,teachers can split Chinese character components,explain the meaning of each component,and adopt flexible splitting methods for teaching Chinese characters with different configurations.On the one hand,it can help students understand the meaning of Chinese characters,on the other hand,it is helpful to cultivate students’ consciousness of Chinese character structure.And in accordance with the rules of native language memory of British and American students,the way of "spelling" can be helpful for students memorize Chinese characters.Teachers can summarize the meaning and usage rules of similar components,so that students can establish a systematic Chinese character system network "from point to area",which is of great benefit to non Chinese character cultural groups represented by British and American students.