A Study On The Mistakes Of Chinese Characters Written By Intermediate Chinese Language Learners In Myanmar

For second language learners,writing Chinese characters is undoubtedly a major difficulty in learning Chinese.Even learners of intermediate Chinese proficiency often experience various writing errors in Chinese characters in their practice and assignments.Therefore,based on the theory of bias analysis,this paper takes the intermediate-level Chinese proficiency learners studying at the Myanmar International Education Center,a branch of the Confucius Classroom in the Myanmar Oriental Language and Business Center as the survey object,to investigate the learners’ Chinese character learning for a period of time.A follow-up survey for more than a year has continued to collect Chinese writing errors in their daily learning of Chinese.Then,the learners’ writing errors of Chinese characters are sorted and classified,and the proportion of various error types in all errors is counted.On this basis,according to the types of errors and statistical data,explain the reasons for the occurrence of errors.Finally,according to the types of errors and their causes,corresponding Chinese character teaching strategies are formulated.This paper analyzes and researches the writing errors of Chinese characters of intermediate Chinese proficiency learners in Myanmar,and draws the following findings:（1）The appearance of errors is repetitive and procedural,and cannot be eliminated by one error correction.（2）The proportion of errors in Chinese characters output by intermediate-level learners of Chinese proficiency in Myanmar is still very high,so Chinese character teaching should run through all stages of Chinese teaching,not just at the elementary level.（3）Individual emotional and cognitive factors are the subjective reasons for the errors of Chinese characters in Myanmar intermediate Chinese proficiency learners,including motivation,attitude,personality,psychological distance,learning strategies,avoidance strategies,goals.（4）The complexity of the structure of Chinese characters,the negative transfer of known characters and the unfavorable factors related to teaching are the objective reasons for learners to write Chinese characters.Through relevant investigation and analysis,this paper believes that for Burmese intermediate learners of Chinese proficiency,teachers can deepen learners’ impression of Chinese characters by comparing the differences between Chinese and Burmese characters,appropriately increase the proportion of Chinese character teaching,and guide learners to adjust and adopt a variety of Chinese character learning strategies,so as to strengthen the basic teaching of Chinese characters;schools should arrange Chinese character courses reasonably to deepen learners’ impression of simplified Chinese characters during school.At the same time,teachers can set up a Chinese character learning reward mechanism to jointly create a good learning atmosphere;teachers can also integrate cultural factors into In the middle-level Chinese character teaching,traditional cultural elements such as poetry and calligraphy are added,or separate teaching is carried out in combination with the semantic connotation of Chinese characters;in addition,teachers should continue to innovate the interesting teaching methods of Chinese characters to improve learners’ interest in learning Chinese characters.