The Application Of Chineasy In Foreign Chinese Characters Teaching Research

Teaching of Chinese characters is always the weaknesses of foreign language teaching. With the more and more understanding of the importance of the foreign language teaching in the nineties of the 20th century, the much more teaching results and method we got, which also got good effect in practical application and has played a bigger role in promoting for students learning Chinese characters. But there is no way which targeted to those students who have different language background of the learning characteristics.The Chineasy created by the American Scholar Xue Shaolan is designed for students who are in non-Chinese character zone. This way conforms to the rule of the students who are in non-Chinese character zone to learn Chinese characters, which can help them quickly established a link between Chinese character glyph and meanings.lt is scientific, practical, funny and cultural. However, the study on learning effect is less,because this method just put into use. So the study about the Chineasy use effect is necessary and important.The purpose of the study is through applying Chineasy in practical teaching of Chinese characters, through the grouping experiment method, classroom observation and other methods to study Chineasy practical teaching effect. We will study what effect and what degree the effect.On the one hand,we also study what role did it play of Chineasy in the real educational effect. Through the analysis and summary of the results of investigation and research, we explore what problem we use chineasy in specific teaching should pay attention to, and what aspects need to be perfected and improved.Through solving these problems for more teachers in the use of chineasy provide some suggestions, so as to promote the teaching of Chinese characters.This study was performed by the Confucius Institute of Moi University in Kenya, we totally selected 40 students who have not learned Chinese before. These forty students will be divided into two groups.Then we selected 52 Chinese characters in chineasy to teach them.Group A was taught with Chineasy, but group B was taught with traditional teaching method. After ten days of teaching experiments and text the two groups, and then statistical analysis and summary the test results of two groups.Through the analysis and induction of the grouping teaching experiment and classroom observation results, this paper finally put forward the following conclusion:In general, there is a good promotion effect on the non-Chinese-character-zone students during the learning of Chinese character. First of all, it can help students quickly build the connection between the Chinese character glyph and meanings, also can quickly and effectively help them to memorize the meaning of Chinese characters. Second, it can reduce the bad mood when study Chinese characters firstly. Third, it can arouse the students’ interest in learning of Chinese characters.However, there are certain limitations and defects on Chineasy. First of all, Chineasy only have obvious effect in the aspect of the Chinese character meaning, but not have good effect in terms of Chinese characters and writing, especially in the Chinese character writing, its effect is not as good as the traditional Chinese characters teaching method.Through experiment, investigation and analysis, the author of Chineasy puts forward some suggestions in practical teaching, illustrates some concrete feasible method, hope can provide more Chineasy users with effective improvement measures, and make Chineasy in the foreign Chinese character teaching more bigger and better.The full text structure is as follows:The part of introduction introduced the reason of selected topic, the goal and the significance of the study, thought and method. The first chapter summarizes the current status of foreign Chinese character teaching method. The second chapter introduce Chineasy teaching method and teaching content, and the analysis of the teaching method of the function and role. The third chapter mainly studied the Chineasy teaching effect. The fourth chapter is based on the analysis of the study results, puts forward some improvement methods and teaching suggestion on its deficiencies and usage of Chineasy.