A Study On Teaching Chinese Character Writing Skills To Thai Beginners

Driven by the Global Chinese-learning tidal wave, Teaching Chinese as a second language to Thai students is making progress day by day, Chinese and Thai people are all belong to the Sino-Tibetan languages family. Thai language use alphabetic writing, while Chinese language use ideogram. They have a lot of similarities and differences from sounds, vocabularies and grammars. Research based on the above aspects wildly exist which provide help to teaching staff in Thai-oriented Chinese teaching area. But, there are some very different character systems between these two languages. Comparison between them has mot been fully done. Thai-oriented Chinese character teaching method is also in the phase of groping. To Thai students, due to the large number of Chinese characters, the complex structure, writing habits and the basic units of different characteristics that learning Chinese characters has become their vital difficulties in learning Chinese. There is other factors such as attach importance in oral Chinese teaching but neglect in Chinese characters teaching which also lead to lower level of Thai students'Chinese characters degree compare with oral Chinese, even cause fear and abandon in their writing. This situation is worth to be emphasized and thought about. This paper aimed to provide such discussions according to the author's experience of teaching how to write Chinese characters from Thai students who can only read.There are five parts of this thesis, which is divided into five chapters.Chapter one is the introduce of the case, theoretical and practical significance of the research, summed up the relevant studies at home and abroad. We also give a description about the background, the determination of the scope and object, at show the research program.Chapter two is the comparing the basic writing symbols between Chinese and Thai, comparing the structure of Chinese and Thai and the other aspects of writing to explore and assess the difficulties and the difficulty levels they've brought to Thai students during the Chinese class.Chapter three is the corpus analysis. Bases on the research of the previous studies, author makes full use of the chance she teaches in Malasawanphttaya school in Saraburi, Thailand, collects as most mistakes about Chinese characters as she can and then classify all of them, arranges in order and counts.Chapter four is the good way the author gives out to teaching chinese characters skills, to emphasize reduce the errors rates, and improve the teaching quality.The last part is the summary of previous research. Such as the scrop of this study is small, and the representations of the study's limitations.