A Comparative Study On The Dynamic Process Of Chinese Characters In Chinese And Foreign Students

Chinese characters have complex forms and diverse strokes. They have been recognized as a complicated problem in the field of Teaching Chinese as a Foreign Language. Research findings of Teaching Chinese as a Foreign Language have been increased every year. However, the research on characters writing errors focused on the static description and dynamic study of the writing process is still rare. In this paper, five students of non-Chinese Characters cultural circle and five Chinese students have participate in the process of writing Chinese characters for video investigation. Through dynamic corpus analysis, we describe and organize the foreign students in the Chinese writing process errors types of strokes, parts, whole characters level. The use of statistical methods to explore the foreign student association between types of errors, comparing the relevance and accuracy of writing strokes, the number of components and topologies between the high and low frequency statistics typos and misspellings between the two groups relationship. Then we analyze the relevant influencing factors from three levels of literal, psychological and educational analysis of the relevant factors. Based on the conclusions, for internal and external Chinese writing teaching propose targeted optimization recommendations. This study was designed to compare different national characteristics of learners in the process of writing Chinese characters, explore the characteristics and laws of foreign students in Chinese characters cognition, deepen relevant teaching theory and hope the Institute was able to improve internal and external Chinese writing teaching provide a useful reference.In this paper, except for the introduction and conclusion part, includes four chapters and the second one is the key chapter:Chapter one: the investigation of dynamic writing characteristics process by the foreign and Chinese students. Firstly, according to the actual needs, we introduce this investigation subjects, writing materials and other preparation work. Secondly, the survey results are summarized descriptively. According to the stroke, parts and whole character for the type of errors to organize and display the characteristics in the dynamic process.Chapter two: the comparative analysis for the dynamic writing characteristics process by the foreign and Chinese students. Firstly, doing overall comparison of two groups of foreign students to write errors types share, and the highest share of errors were found in the stroke, and the foreign group bias error in terms of stroke characteristics were more pronounced. Then we compared the two groups, respectively, in strokes, parts, the whole aspect of the word bias share, and found two differences in the individual class bias significant resistance. Secondly, the number of strokes of Chinese and foreign groups to explore the correct rate of Chinese characters, the relationship between the number of component types and topologies between both groups showed the number of strokes, the number of components effect and accuracy of the trend in terms of topology similar. Thirdly, we counted and arranged the error characters of different frequency.Chapter three: the influencing factors of the dynamic writing characteristics process by the foreign and Chinese students. Firstly, at the level of the text, with phonetic characters have a different shape, structure units, writing influenced the Chinese writing process. Secondly, the level of cognitive psychology, the brain’s information processing, visual processing and other aspects of the overall impact of the priority Chinese writing process. Thirdly, in the teaching level, based on the target and the implementation of the process of teaching the writing process has not affected Chinese characters.Chapter four: the suggestions for teaching Chinese characters’ writing based on the results. Firstly, in teaching foreigners Chinese hand-writing, we suggest penetration in stroke rule, focusing identify differences in native characters and Chinese hand-writing, and make the use of auxiliary teaching software; strengthen awareness of the Chinese character parts in the assembly teaching, strengthen comparative form part of the past; use graphic methods to explaining character structure; create a separate dedicated Chinese writing courses. Secondly, in the domestic Chinese hand-writing teaching, we suggest compiling stroke formulas to help students understand and remember. Teachers may conduct in accordance with parodies italics, and emphasize the importance of interpersonal relationships among strokes; trace to identify parts, and use association methods of memorizing; increase funny games to help students establish a sense of space and other characters.