Contrastive Analysis And Teaching Design Of Chinese Characters In Chinese And Non - Chinese Students At The Beginning Stage

Chinese Character Errors by Chinese learners has been the "stumbling block",and it is also key and difficult point for Chinese teaching.Primary stage is an important stage for the formation of basic knowledge of Chinese characters for learners.it is also the basis of learning Chinese.However, due to various reasons.Thailand heritage students and non-heritage students in writing Chinese characters showing errors types have its special side.This article will comparative analyze the error what was Thailand heritage students and non-heritage students in writing Chinese characters generated during the process of learning Chinese.Investigate the Chinese Proficiency was similar heritage students and non-heritage students after a one-year Chinese language learning,appeared writing errors availability.According to the theory of error analysis,from all aspects affect errors arising:students’own learning strategies,learning attitude and the basic knowledge to grasp the situation;student development linguistic context.learning environment in schools,course offered,effect of using teaching materials and teachers,comparative analyze the different types of errors’reasons for the non-heritage students and heritage students in learning Chinese characters.This paper selected 140 Chinese and related majors’students,come from one Chinese-owned Thailand university and one public university.After analyze the types of errors from two school students’final examination paper,combined with questionnaire,reached the following conclusions:I.In the comparison of heritage and non-heritage students aspects:1.On error types,the situation of heritage and non-heritage students appear on the Character structure errors are less,heritage students’errors types intersects non-heritage students appear more detailed,errors rate is higher in the stroke writing,and easy appears simplified and traditional mix using situation;non-heritage students errors rate is higher in radical.2.On learning strategies,influenced by modern teaching resources,heritage and non-heritage students use the cognitive strategies degree is higher,then heritage students more use of compensatory strategies,non-heritage students more use metacognitive strategies;social strategies and effective strategies for heritage and non-heritage students were not very useful.3.In terms of motivation,two school students choose to learn Chinese, mostly driven by external force(such as work requirements, compulsory school or parents);but by the internal driving force(like China, like Chinese),non-heritage students were higher than heritage students.4.In terms of master the basics on characters.two schools’students level is analogous on master the basics of Chinese characters.for the heritage students basic knowledge of the Chinese situation is also similar with non-heritage students.But the basic knowledge on Chinese situation is different,the heritage students think Chinese characters were the hardest part to master.Non-Chinese students believe that Chinese grammar is considered more difficult to grasp, but difficult Chinese characters and tone difficulty approaching.II.Contrast to the situation two school terms:1.Chinese school learners appear typos error rate with respect to public universities learners twice as high.And after a year of learning,Chinese schools’learners’the amount of characters are significantly higher than public universities learners.2.Chinese courses,faculty,school teaching resources,teaching material and so on,Chinese schools were better than public universities significantly,Chinese University’s Students in Chinese characters appear bias rate is less than the Public University Students.Through the research and analysis,in this paper made the following teaching suggestions about the primary stage students in Thailand teaching of Chinese characters:l.On teaching content:Chinese in Thailand to develop a unified syllabus as soon as possible,determines the task of teaching Chinese Character.On specific teaching:pay attention to establish a sense to separate using the simply and traditional words for heritage students and also pay attention to in part shaped and typos error;for non-heritage students need to cultivate their awareness of orthographic,follow their bias on radical.On students learning strategy,teachers should encourage the ethnic Chinese students to use emotional and social strategies,flexible in Chinese learning;for non-heritage students,teachers should guide students to use compensation strategies and cognitive strategies,promptly to consolidate what they learn.2.On teachers’attainment:improve their level of knowledge and teaching ability of Chinese characters,in particular to enhance the teaching of Chinese characters specific skills.3.On teaching methods:adapted to local conditions.use diverse and modern teaching methods.more use of "Method of Systematic Integration" consolidate students learn content.4.On Setting course:Chinese professional curriculum should be added according to the actual situation of Chinese characters courses students.such as every semester or professional courses add Chinese character course,leave to teachers teaching Chinese characters systematically,help students to write Chinese characters, and other special training to recognize and read.5.On teaching material selection:encouraged teachers to choose state teaching materials,such as 《Thai Learn Chinese》,《Learn Chinese With Me》 and some teaching materials have special training in Characters.Under the proposal,this article provides instructional design specifically for the Teaching of Chinese Characters,we are hoping to provide a reference for future Thai native teaching of Chinese characters.