Research On Chinese Character Writing Errors Of Primary School Students At Wutthiwitthaya School In Thailand

At present,there are many achievements in the study of vocabulary and grammar in the field of teaching Chinese as Second Language,but there are few studies focuses on Chinese character teaching,especially based on large numbers of Chinese character errors of foreign language learners,so this article chooses Chinese characters writing errors as the research object.This paper presents and analyzes the Chinese characters writing errors of the primary school students at Wutthiwitthaya School in Thailand.According to the author’s statistics,a total of 1757 typos are counted,which are classified into 31 little types belonging to 3 levels.The so-called "three levels" refer to the stroke level,the component level and the whole word level.The 31 types of errors include: the adding of strokes become CUO ZI,the adding of strokes become BIE ZI,the missing of strokes become CUO ZI,the missing of strokes become BIE ZI,the stroke deforming become CUO ZI,the stroke deforming become BIE ZI,the stroke deforming into wrong stroke.The transformation of XIANGJIAO into XIANGQIE become CUO ZI,the transformation of XIANGJIAO into XIANGQIE become BIE ZI,the transformation of XIANGJIAO into XIANGLI,the transformation of XIANGQIE into XIANGJIAO become CUO ZI,the transformation of XIANGQIE into XIANGJIAO become BIE ZI,the transformation of XIANGQIE into XIANGLI,the transformation of XIANGLI into XIANGJIAO,the transformation of XIANGLI into XIANGQIE;the adding of components become CUO ZI,the adding of components become BIE ZI,the missing of components become CUO ZI,the missing of components become BIE ZI,the replacing of components become CUO ZI,the replacing of components become BIE ZI,the assimilating of components become CUO ZI,the assimilating of components become BIE ZI,the inversion of components,component mirror misalignment;structural confusion,loose structure,near-tone misuse,Proximal misuse,synonymy misuse,the whole word assimilation.Statistics show that the mistake rate at the stroke level is the highest.On three levels,the students’ writing mistake rate from high to low is: strokes,components and the whole word.Moreover,in writing errors,the proportion of CUO ZI is much higher than BEI ZI.In addition,students are more likely to make writing errors due to missing strokes andcomponents.According to the analysis of Chinese characters writing errors of primary school students at Wutthiwitthaya School in Thailand,the author analyzes the causes of errors from the two aspects: Chinese characters and teaching factors.The causes of Chinese characters include:too many derivative strokes,complicated inter-pen relationships;similar components are difficult to distinguish,the waking function of meaning components;the complexion of Spatial distribution,near-tone misuse,Proximal misuse,synonymy misuse,numerous strokes and components,complicated structure.In the side of teaching,the author analyzes the causes of teachers,students,books and Chinese curriculum setting in four aspects: the singleness of teaching method,the insufficiency of class management,the poor writing habits and the neglect of the teaching of stroke and stroke order;negative transfer of mother tongue.insufficient learning motivation,disregard the study of stroke order;the textbooks used are unsuitable;the Chinese language curriculum is unreasonable.In response to the causes of these errors,this paper gives some solution strategies.The solution strategies for Chinese characters include the contrast teaching of strokes,the contrast teaching of inter-pen relationships;the contrast teaching of similar components,emphasizing the meaning function of Chinese characters,components teaching,emphasizing the position of components;explaining the basic structure of Chinese characters in detail,the contrast teaching of the near-tone words,Proximal words and Synonym.The teaching strategies include enriching teaching method,optimizing class management,paying attention to hand writing and valuing the teaching of stroke and stroke order;paying attention to Chinese character learning,comparing the writing of Han and Thai,cultivating the motivation to learn Chinese,observing Chinese characters carefully;selecting suitable textbooks;setting up a special Chinese character course.Limited by the author’s research ability,there are some shortcomings of this paper: The scope of this paper is narrow and the collected corpus is limited;The author counts the word type of incorrect words but not the word frequency,which may have some difference to data analysis;There are some inaccuracies in the criteria of typos,and there are some deviations in the specific analysis.