| Aiming at making clear how the factors of Chinese characters and words influence the two-character words' lexical meaning cognition by beginners and intermediate learners from Japan and Korea, in this dissertation, we explored the various influence of each factor, also elaborated the possibility of making full use of these factors to enhance the efficiency of characters-words teaching and adjustment measures in specific application level, by theoretical analysis combined with experimental study.Taking the statistical data from the Syllabus of Graded Words and Characters for Chinese Proficiency as the reference, we gave a thorough consideration to most of the attributes of characters & words, and defined the factors. Then we determined the test words by random sampling. The words we selected are typical and representative, the factors comprehensive. We carried out a testing to find out how the learners understand the lexical sense of certain sample words. In this research, both the objective notation of factors and the subjective assessment of the learners' understanding level are used. In view of the practice of current teaching & learning, the suggestions we proposed are full of practicality.Some conclusions we've drawn below: The characters in first and second grade are the key point in characters-words teaching & learning, for the extensive range and large amounts of words they constructed. There is a way using literalness of characters to extrapolate the word' lexicalsense, but it's complicated, we shouldn't use it absolutely and simplified. As for the most productive structure of word —the first character modifiesthe second, the second character's meaning has significant influence to the learners' lexical sense understanding of two-character words. The word grade's influence is significant on learners' understanding of two-character words. In the low-grade, learners favor not to analyze the character's meaning, in the high grade, the strategy to extrapolate the word's meaning from certain character's meaning is widely used. The structure of word has comparatively significant influence to learners' lexical sense understanding. Words of certain styles can be better understood than ones of other styles. There's a close correlation between the learners' score in character cognation and word understanding. The correlation between meanings of characters and words is more significant than that between the pronunciation and the meaning of character. As for the influence of the strategy used to guess the word's meaning from the characters' , there's a difference between Korean and Japanese learners. Korean learners favor to take the words' meaning as a whole, using the strategy above bring them a bad effect, while Japanese learners got high mark when they use this strategy, that is to say, using the strategy effectively help them to get the lexical sense of words. The testee' self-appraisal to their mastery of words' meaning are accurate. Besides, through the typical error analysis, we find: Sometimes when learners tryto understand the words, they would be disturbed by the similar grapheme and voice of the character; the main difficulty in lexical access consists in various type of the characters meaning combination and the multi-meaning of a character. The mistaken meaning of character and random chosen combination type lead the learners to misunderstanding and imprecise explanation.In view of the deficiencies existed in many aspects of teaching & learning practice, according to our discovery in the experiment, we bring out some advice on adjusting the Syllabus of Graded Words and Characters for Chinese Proficiency, teaching material's redaction, teaching method and exercises design. Our intention is to make full use of the character-word factors and relation between them. We must pay more attention to the character's meaning acquisition, words' classification by the different attributes and specific exercises design for characters and words etc.
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