The Research On Chinese Character Acquistion Of Intermediate Chinese Learners Of Mae Fah Luang University In Thailand

Teaching Chinese characters is an important branch of teaching Chinese as a second language.The study of Chinese characters teaching in Thailand under the background of Chinese international communication still needs to be further deepened.This paper takes Mae Fah Luang University intermediate Chinese learners in the 798 essay sophomore next semester midterm and final exam to write 223487 words a corpus as research materials,statistics of 14 parallel classes including 3 students Chinese characters writing the overall situation,and analyze the writing errors of Chinese characters,investigation the Chinese characters errors and their causes,and then according to the conclusion and puts forward the corresponding countermeasures to improve the teaching level of the Chinese characters.in the second term of sophomore year,and tries to find out the typical errors of universal significance of Chinese learners in undergraduate middle stage when they use Chinese to word and phrase to have the target language output through combing and analyzing amounts of written language and language materials of inter-language,based on the research achievements of predecessors,so as to analyze the reasons of many aspects of the errors,strive to find out the suitable measures that can help Thailand students to study Chinese characters better and easier,and improve the Chinese written level and the application ability of language and characters of students.In the research,the methods used in this paper are mainly:a.Literature research method(purchasing newly published professional paper books,and researching and downloading Chinese and foreign literature of electronic edition);b.By virtue of the online corpus processing tool to analyze the texts and extract word frequency and expression frequency;c.Interview method that learners have face-to-face deep communication;d.Method of remote interviews to the front-line teachers;e.Class observation method and the quantitative and qualitative methods adopted when analyzing the error words and error types and so on.The innovation of this paper in research methods lies in that it makes quantitative analysis to the Chinese language total input amount that takes class teaching materials as the carriers of learners in the period from January 24 of 2016 to May 20 of 2016 before it has quantitative analysis and qualitative judgment to Chinese input results,and takes it as one of the influential factors of influencing language input to bring into the investigation field.Connecting the main teaching contents of input link and the composition and character using situation of output link to think and analyze,will be beneficial to observing whether the learners can apply the knowledge that teachers have taught and they have obtained,and whether they can apply it correctly.In addition,two different time points of middle term and final term can also observe the dynamic situation of errors of Chinese characters from the perspective of the time,to make some necessary supplement for the synchronic study.According to the explanation logic relation and demonstration process,this paper can be divided into five chapters.The first chapter is the introduction,to discuss the topic selection reasons,research methods and significance.It finds out the specific issues to be researched in the process of summarizing the existing research.The second chapter mainly makes necessary explanations for the whole teaching situation of Mae Fah Luang University,and has quantitative analysis to the input situation of the target language gained by the students in the current course modes and course setting in the academic term from January 24 of 2016 to May 20 of 2016.It also makes contrast and analysis to the target language input of the middle term and final term exam compositions of Elementary Chinese four,to investigate the specific situation of standard use of Chinese characters in Chinese written expression of students in the two different stages from the beginning of the term to the middle term,and from the middle term to the final term.The third chapter emphasically analyzes the error situation of written Chinese.It respectively counts and classifies the total error amount of compositions of middle term and final term exams of Elementary Chinese Four of 14 parallel classes,to seek for the error reasons,and puts forward the principles,ways and skills of correcting errors,so as to seek for the breakthrough for the problem that Chinese characters are difficult to memorizeand teach in Chinese teaching in Thailand.The fourth chapter puts forward some feasible teaching suggestions for the aspects of language element teaching of foreign Chinese,teaching of comprehensive courses,language testing,textbook compilation of teaching materials and so on.The fifth chapter combs the whole paper,and gets the research conclusions as follows.In the middle stage,the Chinese learners in Thailand possess good written ability,but their levels are still not stable.The frequently used word like "wo" is always wrongly written,and new words in texts still need to be actively intensified.They should memorizethe pronunciation and forms of words from the features of the Chinese characters.Only depending on mechanical repeating writing is not enough,and not efficient.Improving the Chinese ability still needs the appreciation of learners and guidance of the students,and correcting errors needs to be timely and thorough.Otherwise,the problem that "Chinese characters are difficult to learn" in the advanced stage will seriously restrict the learning of specialized courses of Chinese of students,such as Ancient Chinese History,Chinese Economy,Ancient Chinese,Chinese Culture and Philosophy and so on.