Analysis On Wrongly Written Chinese Characters Based On HSK Corpus Dynamic Compositions In North America

With the need of international exchanges and corporations and the improvement of China’s international status,the number of Chinese-learners keeps growing.Learning Chinese characters is the necessary step and content,while the particularity of Chinese characters makes more difficult for learners of alphabetic writings than those of Chinese characters circle.In addition,the number of studies on higher-level learners is comparatively limited.Therefor,this thesis will analyze wrongly written Chinese Characters by taking native English speakers as the objects of study,trying to find the features of these wrongly written Chinese Characters,analyzing the reasons about them,and finding the proper Chinese Characters teaching methods and suggestions for them.The emergence of corpus provided us base and reference for wider studies and made the result of research more credible.Therefore,we take 704 wrongly written Chinese characters of 198 compositions in the US and Canada as well as clarify,do statistics,and analyze with the help of HSK Corpus Dynamic Compositions.The result shows that the proportion of the same-pronounced wrongly written characters is the highest in North America;besides,the proportion of similar-shaped wrongly written characters is relatively higher.Based on the result,we analyze the factors from the aspects of differences between Chinese and English as well as the second language acquisition and get the conclusion that the differences systems of Chinese and English make the characters of similar characters in two languages and the way of cognitive are different,which is the most important reason for the wrongly written Chinese Characters;meanwhile,the elements of the second language acquisition such as comprehensible input and study strategies etc.may influence these Chinese learners to write wrong characters.To this issue,we put forward some teaching ideas about Chinese characters from micro methods to macro suggestions,including micro methods aimed at same-pronunciation or similar-shaped wrongly written characters as well as macro suggestions about the principle of “recognize and writing”,correcting pronunciation before characters,and combining the theory and cultures of Chinese characters used in teaching.