Study On The Basic Functional Components Of Chinese Characters And Investigation Of Chinese Learners’ Awareness Of Components

Since the components teaching applied to the foreign Chinese character teaching,it has attached great importance to linguistic circle.The existing researches have confirmed the advantage of components teaching.How to make the components better serve the foreign Chinese character teaching was the target of this paper.This paper based on modern simplified characters,which aimed to cut out the phonetic or semantic functional components by using the principle that relied mainly on rational segmentation while took irrational segmentation as secondary reliance.We got 255 semantic functional components and 780 phonetic functional components through cutting the 3,000 characters from the classification of syllables characters vocabularies for the international education of Chinese language.There were 23 high-frequency semantic functional components,which constituted 1631 characters,and 96 high-frequency phonetic functional components,which constituted 734 characters.That was to say,these high-frequency functional components at least contributed to learning and remembering the pronunciation or meaning of 1952 characters(except the repeated characters).We considered these high-frequency functional components should become the main content of teaching.In order to investigate Chinese learners’ awareness of components and mastery of Chinese character components,we selected some high-frequency functional components to do tests.Test 1 is for the undergraduate students from grade 1 to grade 4,while test 2 is only for the undergraduate students in grade 4.From the test 1,we concluded: In general,Chinese learners’ awareness of components was gradually increasing from grade 1 to grade 4,and the awareness of phonetic functional components was better than the awareness of semantic functional components.In the junior stage,the Ethnic Chinese learners’ awareness of functional components was obviously stronger than the non-Ethnic Chinese learners.But in the senior stage,there’s no obvious difference between them.The components similar in shape were the worst category that Chinese learners mastered.From the test 2,we found that although the Chinese learners had learned Chinese about 4 years,they did not very well in the high-frequency functional components.Finally,we put forward the concept that applied the functional components into the foreign Chinese character teaching.