选题理由
Chinese characters, as a morpheme-syllable writing system, play a crucial role in the acquisition of the Chinese language They encapsulate semantic, phonetic, and even grammatical information Consequently, there has been a growing focus on the teaching of Chinese characters in recent years within the context of Chinese language education.
In the process of learning Chinese, four key aspects are emphasized: phonetics, grammar, vocabulary, and writing Among these, writing Chinese characters poses the greatest challenge and serves as a significant barrier for learners, particularly for Vietnamese students and those whose native languages use phonetic scripts Common issues include frequent misspellings, as Chinese characters are difficult to write, memorize, and recognize Additionally, the acquisition of Chinese characters is often overlooked in comparison to phonetics, grammar, and vocabulary For instance, teachers typically correct pronunciation and grammar errors promptly in class, but they seldom assist students in rectifying writing mistakes, leaving students to self-correct after class The convenience of typing on computers has led many to believe that mastering pinyin and recognizing characters is sufficient, further contributing to writing errors among Vietnamese students, especially at the beginner level.
In the teaching process, I've found that mastering components, radicals, and phonetics is more crucial than just learning strokes for understanding Chinese characters Research indicates that students in the foundational stage often spend excessive time memorizing characters without achieving satisfactory results, leading to difficulties in passing exams A significant number of students struggle with Chinese characters, which adversely affects their overall skills in listening, speaking, reading, and writing Therefore, proficiency in Chinese characters is directly linked to the comprehensive improvement of students' Chinese language abilities Addressing the challenges of teaching Chinese characters is an important issue for educators to explore.
Due to the reasons mentioned above, I have chosen "Analysis of Vietnamese Students' Errors in Chinese Character Writing at the Primary Level" as the topic for my master's thesis.
研究目的
This study aims to enhance the quality of Chinese character education at the primary level in Vietnam It focuses on identifying common errors in the teaching and learning of Chinese characters and proposes effective strategies to address these issues Additionally, the research seeks to inspire learners to connect language and culture more deeply.
Combining recognition, writing, and memorization of Chinese characters enhances learners' interest in Chinese character lessons while alleviating the stress associated with learning them Additionally, this paper aims to serve as a reference for Chinese language teaching in Vietnam.
研究任务
为了达到上述目的，本文要完成以下几项任务：
- 对有关汉字、汉字教学的相关理论基础进行综述
This article examines the current state of Chinese character instruction at the elementary level in Vietnam It identifies and analyzes common errors in teaching practices, as well as the underlying causes of these mistakes.
- 经考察结果及偏误成因分析提出解决办法及教学对策。
研究对象及范围
This article focuses on the teaching of Chinese characters at the primary level in Vietnam It examines the perspectives of Chinese language teachers and students from the Department of Chinese Language and Culture at the National University of Foreign Languages, as well as from Hai Phong University, Thai Nguyen University’s affiliated secondary school, and the Foreign Languages and Tourism Department at Hong Bang International University.
This paper examines both the teaching and learning of Chinese characters, focusing on the current state of character instruction by Chinese language teachers and the learning experiences of students The aim is to gather comprehensive and solid evidence to enhance understanding in this area.
研究方法
This paper focuses on the errors in Chinese character teaching, employing a method of error analysis It integrates theories of interlanguage and error analysis, along with research on the nature of Chinese character writing The study utilizes statistical, descriptive, comparative, and error analysis methods based on the analysis of relevant data.
To obtain reliable evidence during the practical investigation, I employed various methods including attending classes, conducting interviews, recording observations, and distributing surveys for a comprehensive exploratory study Additionally, I collected over 100 samples of students' assignments and Chinese character practice books for further examination.
论文结构
This paper is structured into three main chapters, in addition to the introduction, conclusion, table of contents, appendices, and references The first chapter provides an overview of Chinese characters and an analysis of errors.
第二章 越南初级阶段汉字教学现状与偏误分析
第三章 提高在越南初级汉字教学质量的措施
汉字与偏误分析概论
汉字概说
1.1.1 汉字的定义
Chinese characters were independently created by the Han people as a written communication tool to meet their social and communicative needs While spoken language is ephemeral and constrained by time and space, written language transcends these limitations, broadening the scope of communication The development and use of writing for documentation marked a significant transition to civilization With the advent of language, humanity evolved from primates, separating from the animal kingdom; and with the introduction of writing, humanity transitioned from prehistoric times to recorded history, moving away from barbarism.
Chinese characters are the oldest writing system in the world, having endured for thousands of years Unlike other ancient scripts, such as Egyptian hieroglyphs and Mesopotamian cuneiform, which disappeared over 2,000 years ago and are now historical relics, Chinese characters have been passed down through generations, remaining vibrant and relevant.
Chinese characters are logographic symbols that represent the Chinese language, composed of radicals The shape, sound, and meaning of each character are closely interconnected Some scholars argue that Chinese characters function as morphemes Initially, these characters were highly pictographic; however, through evolution and reform, they have become more linear and distanced from their original representations of objects.
1.1.2 汉字的构字法
Chinese characters are part of an ideographic writing system, where the form and meaning of the characters are closely related Analyzing the structure of Chinese characters correctly can greatly enhance our understanding of their original and extended meanings, especially when reading ancient cultural texts The concept of character structure is closely tied to the "Six Principles of Writing," which are six categories that ancient scholars used to analyze the structure of Chinese characters The term "Six Principles" first appeared in the "Rites of Zhou."
The concept of "Six Writings" first appeared in Liu Xin's "Seven Summaries" during the Western Han Dynasty The analysis of Chinese characters through the lens of the "Six Writings" originated with ancient Chinese scholars of the Han period.
② 《现代汉语词典》商务印书馆 2004 年
③ 刘志成《汉字学》天地出版社 2001 年
In Chinese history, there are numerous interpretations of the "Six Writings," but most scholars have traditionally referenced the terminology established by Xu Shen during the Eastern Han dynasty In his work, "Shuowen Jiezi," he categorizes the Six Writings as follows: first, "pictographs," second, "ideographs," third, "phonetic compounds," fourth, "associative compounds," fifth, "derivative cognates," and sixth, "borrowed characters."
The significance of the "Six Writings" lies in their detailed explanations, particularly highlighted in the first comprehensive study of Chinese characters, "Shuowen Jiezi." The arrangement of these categories follows Ban Gu's perspective, reflecting the evolution of Chinese characters from pictographs The sequence begins with pictographs, as they are closely related to images, followed by ideographs and associative compounds, which develop from pictorial origins Phonetic compounds, derived from pictographs, come next, aligning with the progression from ideographic to phonetic writing Lastly, borrowing is based solely on phonetic similarity, unrelated to meaning, thus placed at the end This logical ordering has led to the widely accepted classification of the "Six Writings": pictographs, ideographs, associative compounds, phonetic compounds, transfer, and borrowing.
The "Six Principles" refer to the structural conclusions drawn by ancient Chinese scholars regarding the formation of Chinese characters, and it is important to clarify that these principles were not the guidelines used by the ancestors of the Chinese people in the creation of characters Ban Gu, in his writings, emphasizes this distinction.
The "Six Writings" mentioned in the "Book of Han: Treatise on Arts and Literature" are referred to as the foundation of Chinese character formation However, this statement lacks precision In reality, the methods of character creation are based on pictographs, ideographs, associative compounds, and phonetic compounds In contrast, the processes of mutual borrowing and loan characters do not generate new characters; they are merely techniques for using existing characters and do not relate to the structural formation of Chinese characters.
Pictographs are ancient characters that depict tangible objects by simply illustrating their shapes, closely resembling the items they represent For instance, the characters for "sun" (日) and "moon" (月) resemble a bright sun and a crescent moon in the sky Similarly, the character for "mountain" (山) looks like a series of peaks, while "water" (水) mimics the flowing shapes of rivers and streams.
The definition and examples of pictographs are relatively easy to understand However, it's important to clarify two points: first, some believe that pictographs have the advantage of "inferring meaning from form and sound from meaning." This is actually a misconception We know that thought and language are inseparable Therefore, any pictograph, even those closest to a picture, must first be pronounced through language to convey a concept.
The concept of "understanding through form" essentially separates language from thought Additionally, since pictographs must adhere to the principle of "representing the object as it is, following its physical characteristics," this method of character creation inevitably has significant limitations It not only complicates writing but also often leads to inconsistencies in form Thus, during the evolution of Chinese characters, these challenges became evident.
The pictographic method of character creation is increasingly at a disadvantage compared to various other methods, ultimately being replaced by the phonetic and most productive radical-phonetic approach.
Xu Shen, in his work "Shuowen Jiezi," explains that "indicative characters are recognizable at first glance and their meanings become clear upon closer inspection, such as 'up' and 'down'." This highlights the importance of both initial recognition and deeper understanding in interpreting characters.
The term "下" refers to the concept of a character, but this definition is rather ambiguous The renowned Qing Dynasty scholar Wang Jun stated that if a character can be recognized at first glance, it is akin to pictographs; whereas, if its meaning is discerned through careful observation, it resembles ideographs This distinction highlights the complexity of Chinese characters and their meanings.
中介语理论
1.2.1 中介语的概念
中介语(Interlanguage)是指在第二语言习得过程中,学习者通过一定的学习
Strategies are developed based on the input of the target language, resulting in a form that is distinct from both the first language and the target language itself.
Language is a dynamic system that gradually transitions towards the target language as learning progresses, as noted by American linguist Selinker.
In 1969, Selinker introduced the concept of interlanguage, which he further elaborated in his influential 1972 paper titled "Interlanguage." This hypothesis aims to explore the language system and acquisition patterns of second language learners, marking a significant milestone in the history of second language acquisition research Interlanguage refers to a transitional language constructed by second language learners, existing between their native language and the target language, and is characterized by continuous development and evolution toward the target language Selinker's interlanguage theory emphasizes three key issues: (1) the cognitive processes involved in constructing interlanguage, (2) the nature of the interlanguage knowledge system, and (3) the reasons why many second language learners struggle to fully attain proficiency in the target language.
The study of interlanguage aims to uncover the patterns in the natural acquisition of foreign languages, providing a theoretical foundation for selecting, organizing, and arranging teaching materials in the classroom Therefore, it is essential to apply the findings of interlanguage theory to second language instruction.
1.2.2 中介语的性质
（ 1 ）关于中介语的本质
Early theories of interlanguage generally propose that learners possess a distinct and independent language system, separate from both their native language and the target language This suggests the existence of an interlanguage system that exists alongside these two systems Corder views the interlanguage system as a dialect of a specific target language, highlighting its dynamic and developmental transitional characteristics In contrast, Nemser describes the interlanguage system as an approximative system that continually moves closer to the target language, emphasizing its progression towards the target language system.
Selinker 强调的是中介语作为一种“语言”的系统自主性。三位学者的理论假设
反映了他们不同的观察视点。 ①
（ 2 ）关于中介语的系统性
Early theories of interlanguage generally assert its systematic nature Corder categorizes learner errors into systematic and non-systematic errors, indicating that systematic errors reflect the learner's internal framework, thus demonstrating the systematicity of the learner's language system Nemser posits that the learner's approximative system possesses an "internal structure," suggesting that this system has inherent consistency Selinker argues that learner speech behavior is predictable based on underlying psychological structures, with common processes such as native language transfer and rule generalization being systematic and observable Therefore, the systematicity of interlanguage is widely accepted.
（ 3 ）关于中介语的动态和开放特征
关于中介语动态特征这一理论假设有两种不同的描述。一是 Adjemian提
出的“可渗透性”（permeability）的观点；二是 Corder 提出的“过渡性”的观
点。按照 Adjemian（1976）的观点，中介语的可渗透性特征主要表现在两个
The influence of native language rules on the interlanguage system is evident, as is the generalization of target language rules This interaction is characterized by the "intrusion" of native language rules and the distortion or transformation of target language rules Corder refers to the learner's language system as a "transition competence" system, emphasizing that this rule system is not static Learners gradually update this system based on continuous testing of their hypotheses about target language rules, facilitating their transition to the target language system.
（ 4 ）关于 “ 僵化 ” 现象产生的心理机制
Selinker 认为，只有 5%的第二语言学习者可以达到与母语使用者相同的
Many adult language learners experience a stagnation in their psychological grammar development, often reverting to earlier mistakes, a phenomenon known as "backsliding." This rigidity is a unique aspect of second language acquisition The question arises: why do most adult learners struggle to achieve language proficiency comparable to native speakers? Essentially, this inquiry seeks to understand the psychological mechanisms behind this rigidity Selinker posits that the underlying psychological structure is the key to understanding this phenomenon Successful learners excel because they effectively navigate these psychological challenges.
① 吕必松 《论汉语中介语的研究》 2000 年
After the critical period of language acquisition, most adults are unable to activate the specific mechanisms necessary for learning a new language Instead, they rely on a general cognitive structure, as described by Selinker This limitation in their psychological framework often prevents learners from reaching the final stages of language proficiency, leading to a stagnation in their learning process.
（ 5 ）关于学习者如何建构中介语系统
Corder 与 Selinker 有关这一问题的假设有所不同。Selinke 提出，学习者
The construction of interlanguage primarily involves several key strategies: language transfer, the transitional understanding of target language rules, rule acquisition through training, second language learning strategies, and second language communication strategies.
Corder suggests that the construction of interlanguage systems occurs through the establishment and verification of hypotheses This process involves the use of verbs to explore language learning and development.
When learners encounter several past tense verbs, they often form a hypothesis that the past tense is created by adding the suffix "ed" to verbs When they encounter exceptions, they test and modify their original hypothesis to establish a correct rule Corder's perspective highlights the process of learners constructing transitional systems and their learning strategies, illustrating the dynamic and transitional nature of learners' language systems This hypothesis serves as a foundational concept supporting early interlanguage theory.
1.2.3 中介语对外语教学的启示
The study of interlanguage aims to uncover the patterns in the natural acquisition of foreign languages, providing a theoretical basis for selecting, organizing, and arranging teaching materials To clarify the implications of interlanguage theory for foreign language instruction, it is essential to distinguish the stages of interlanguage development Corder categorizes errors in interlanguage into three stages: pre-systematic, systematic, and post-systematic Pre-systematic errors occur when learners have a communicative intention but lack the means to express it accurately, often resorting to familiar language elements in a haphazard manner For instance, a student might respond to the question, "Is this text difficult?" by saying, "There are many words I don't recognize," when they actually mean, "There are many words I can't understand." At this stage, the learner is unaware of their mistake and cannot self-correct, requiring the teacher's intervention for clarification and correction.
① 吕必松 《论汉语中介语的研究》 2000 年
② 吕必松 《论汉语中介语的研究》 2000 年
Learners often make errors due to incomplete understanding, even after developing systematic rules during the internalization process For instance, students may struggle with the nuances of language despite having grasped basic concepts This highlights the importance of comprehensive learning, where deeper insights are necessary to avoid common mistakes.
The term "experience" refers to knowledge or skills gained through practice, as illustrated by the correct statement, "I have a lot of experience repairing computers." However, the phrase "I should learn from my exam failure" is incorrect, as "experience" typically denotes beneficial knowledge derived from success, while lessons learned from failures are better termed "lessons." Teachers bear significant responsibility in accurately and thoroughly explaining grammatical points, providing ample examples to clarify the various syntactic relationships and usage differences of terms It is essential for students to understand the diverse applications of language points Errors that arise after a system has been established are often due to learners not yet forming habits and can be self-explained and corrected In teaching, before addressing students' mistakes, it is crucial to analyze their current stage and tailor strategies accordingly; for students who have reached a systematic level, who possess the ability to self-correct and explain errors, teachers need only provide brief guidance.
偏误分析概说
1.3.1 偏误的概念
In the process of language acquisition, both native and second language learners, regardless of age, inevitably encounter errors Renowned British applied linguist Corder (1967:20) noted that "errors will always occur, no matter how hard we try." He argued that errors arise from learners not fully mastering and internalizing language rules, resulting in deviations from the target language, which fall under the category of language competence In contrast, mistakes occur during language use due to factors such as lack of attention, insufficient automation of language rules, or memory influences, placing them in the realm of language performance In this context, Corder's concepts of "errors" and "mistakes" align with Chomsky's notions of "linguistic performance" and "linguistic competence." Mistakes reflect failures in learners' speech acts, while errors signify deficiencies in their underlying language ability Currently, there is significant academic interest in error theory, which is widely recognized in foreign language teaching.
1.3.2 偏误的种类
Errors can be classified from various perspectives According to Corder, errors are categorized into three types based on the development process of interlanguage.
Pre-systematic errors refer to mistakes made before the language system of the target language is established Learners, still in the process of grasping the rules and structures of the target language, often experience a phase of exploration, leading to a higher frequency of errors.
Systematic errors refer to the consistent mistakes that occur during second language acquisition, where learners are in the process of discovering and internalizing the rules and systems of the target language but have not yet mastered their correct application.
Post-systematic errors refer to mistakes that occur after a learner has developed a foundational understanding of the target language's rules At this stage, learners typically demonstrate a good grasp of language usage, yet they may still make occasional errors, leading to deviations from the expected norms.
1.3.3 偏误的来源：
Native language interference occurs when learners, unfamiliar with the rules of the target language, rely solely on their knowledge of their mother tongue As a result, learners from the same linguistic background often exhibit similar types of errors in their language acquisition process.
Interference from the target language occurs when learners inappropriately apply their limited and insufficient knowledge of the target language to its linguistic phenomena through analogy, resulting in errors This phenomenon is also referred to as overgeneralization.
Cultural factors can negatively influence migration, leading to language errors that stem not solely from the language itself but also from cultural differences These discrepancies may manifest in both the form and usage of the language.
The influence of learning and communication strategies is significant in the process of acquiring a second language Learners often face challenges and respond positively to overcome these difficulties However, errors can arise from ineffective learning strategies such as transfer, overgeneralization, and simplification Additionally, communication strategies that lead to mistakes include avoidance and language switching.
The impact of the learning environment is influenced by external factors that can lead to errors, such as inadequate explanations and guidance from teachers, as well as poorly organized教材.
Language training transfer can occur when certain elements of "interlanguage" emerge from the teaching methods employed by instructors and the repetitive mechanical training conducted in the classroom.
1.3.4 对待偏误的态度：
A comprehensive understanding of the nature of errors is essential, as they are an inevitable aspect of second language acquisition Throughout the learning process, learners encounter and overcome these errors, which ultimately facilitates their language mastery.
By employing contrastive analysis and error analysis, educators can anticipate potential learner errors and their sources This proactive approach allows teachers to take control during the instructional process, providing accurate demonstrations from the outset to ensure that learners acquire the correct knowledge effectively.
To effectively correct learners' errors, it is essential to adopt a correct and scientific approach The most effective method for error correction is to inspire students to identify and rectify their own mistakes.
1.3.5 偏误理论对语言发展的教学启示
Since the 1960s, error theory, particularly interlanguage theory, has been widely applied in foreign language teaching to analyze and explain errors that occur during language development According to Lv Bisong (1992), interlanguage research can serve as a breakthrough in language learning theories and can stimulate further studies in error analysis and contrastive analysis Integrating error analysis and contrastive analysis with interlanguage analysis is not only essential for linguistic and psychological research but also holds significant importance for language teaching studies.
对外汉字教学概说
For a long time, Chinese character instruction aimed at foreign students has played a crucial role in the overall teaching of Chinese as a foreign language.
The teaching of Chinese characters in foreign language education remains underdeveloped, with many institutions lacking independent character courses Current textbooks often fail to leverage the inherent rules of Chinese characters, leading to a disorganized presentation where complex characters are introduced before simpler ones In intermediate stages, traditional "six principles" of character recognition are still prevalent, neglecting modern research findings in Chinese character studies Furthermore, many educators involved in teaching Chinese characters lack specialized training and knowledge in comparing phonetic scripts with Chinese characters, as well as an understanding of international practices and experiences in character instruction This gap in training and practical experience hinders effective literacy education in the context of teaching Chinese as a foreign language.
The scientific research on Chinese characters and their teaching within academia has seen insufficient investment in both human and material resources, leading to limited outcomes This current state of teaching Chinese characters to non-native speakers has, to some extent, hindered the further development of the overall teaching of the Chinese language to foreigners.
1.4.1 对外汉字教学特点与难点
（ 1 ） 教学对象的特点
Teaching Chinese characters to foreign students presents unique challenges, as many of them possess little to no knowledge about these characters For those who do have some familiarity, it often stems from a sense of mystery or fear rather than understanding Additionally, misconceptions abound, with some students mistakenly believing that modern Chinese characters are still pictographs or ideograms Children grow up within specific cultural environments that shape their thinking and behavior, and early education is crucial in developing a conceptual and symbolic system that aligns with their sociocultural context Consequently, foreign students primarily acquire their literacy skills through learning and using phonetic scripts, which influences their understanding of the relationship between written language and spoken communication.
The article explores the intricate relationship between symbols and their internal structure, as well as their external forms, and examines the fundamental ways in which these basic units of writing are combined.
All of these belong to the pinyin writing system, and the knowledge and skills associated with this system will consistently manifest strongly.
The target audience consists of adults who possess only basic knowledge and skills in Pinyin, with little to no understanding of the Chinese language or characters These individuals are largely unfamiliar with both traditional and modern Chinese culture.
These students exhibit weaker memory skills compared to their Chinese counterparts, and their literacy environment differs significantly from that of Chinese children.
① 刘珣 , 品牌《实用汉语课本》北京语言大学出版社 2007 年
Growing up immersed in the world of Chinese characters, many individuals develop strong comprehension skills, resulting in higher language proficiency and cultural literacy.
（ 2 ） 教学内容的特点与难点
Early Chinese characters primarily originated from pictographs and ideographs, making it easier for foreign learners to grasp the concepts behind pictorial characters, associative characters, and indicative characters However, after thousands of years of evolution, the forms of these characters have transformed significantly.
Many Chinese characters have lost their original pictographic and ideographic functions, becoming symbols that neither convey meaning nor sound Consequently, these characters have become some of the most challenging for foreign students to learn Lacking clear concepts, they offer no grasp of phonetics or anchors for meaning, appearing to foreign learners as mere random combinations of intricate strokes.
多 又 是 常 用 字 和 构 字 能 力 很 强 的 部 件, 外 国 学 生 想 绕 也 绕 不 开 。 如:
“非”“言”“车”“且”“音”“戈”“辛”“丰”“火”“西”“虎”“立”“穴”“页”“米”“虫”“比”“歹
”“殳”“钅”“纟”“疒”等。
Most Chinese characters are designed to record both phonetic and semantic information, leading to their complex structural forms According to the "Modern Chinese Common Character List," the 7,000 characters have a total of 75,290 strokes, averaging 10.75 strokes per character The majority, 2,272 characters, fall within the range of 9 to 11 strokes, making up 33% of the total The "Chinese Character Information Dictionary" reports that among 7,785 characters, those composed of three components are the most common, totaling 3,139 characters, which accounts for 40.321% Characters with two components follow closely with 2,650 characters, representing 34.04%, while those with four components total 1,276, making up 16.391% Together, these three categories comprise 7,065 characters, which is a significant portion of the total.
90.75%, 如:《汉语水平词汇与汉字等级大纲》所收甲级字“赢”,17笔, 由5个部
件构成;乙级字“警”,19笔,由5个部件构成; 丙级字“躁”,20笔, 由6部件构成; 丁级
Chữ "囊" có 22 nét và được cấu thành từ 6 bộ phận Đối với những sinh viên nước ngoài quen thuộc với các ký hiệu đơn giản như a, b, c, d, hình dạng của những chữ này thực sự giống như những hình ảnh khó vẽ lại.
（3） 汉字没有专用的记音符号。据有人统计, 《现代汉语通用字表》
5631 个形声结构的字中包含了1325个不同的音符( 声旁) 。在汉字中, 记录同
一音节的音符往往不止一个。如: 记录同一个yi 音节, 至少有“义”(议) 、
① 孙德金《对外汉字教学研究》2006 年
② 刘志成《汉字学》 天地出版社 2001 年
Foreign students often struggle to understand why a single syllable in Chinese can be represented by multiple characters, such as "夷" (yi), "台" (yi), "多" (yi), "贵" (yi), " " (yi), and "疑" (yi) This complexity makes it challenging for them to remember the different characters associated with the same phonetic sound.
Âm tiết "yi" nên được ghi bằng chữ "义", trong khi âm tiết khác "yi" sẽ được ghi bằng chữ "夷" Do đó, đối với sinh viên nước ngoài, hầu hết các ký hiệu âm thanh trên sẽ không có chức năng biểu âm.
（4）据有人统计,《现代汉语通用字表》5631个形声结构的字中包含了
246个不同的意符( 形旁)。标注同一义类的意符往往不止一个,如:同属“吞咽食
相关研究综述
1.5.1 在中国的研究情况
多年来，对外汉语教学界同行在汉字教学的科研方面投入了较少，经过
《语言教学与研究》、《世界汉语教学》、《语言文字运用》等刊物以及
The research papers on Chinese character teaching compiled in the collection "Selected Papers on the Study of Chinese Characters and Their Teaching" reveal that the focus is primarily on several key areas.
Research on the relationship between Chinese language teaching and character instruction highlights the integral role of character education in teaching Chinese as a foreign language Experts emphasize that character teaching and language instruction mutually influence and enhance each other, underscoring the importance of focusing on the characters themselves To improve the quality of Chinese language instruction for non-native speakers, it is essential to deepen the study of character teaching, as noted by scholars like Lü Bisong in his 1997 work on the subject.
In his 1997 work, "On Two Characteristics of Chinese Language and the Importance of Focusing on Chinese Character Teaching," Li Da Zhu emphasizes the need for effective strategies in teaching Chinese characters Similarly, Shi Ding Guo's 1997 publication, "Research on Chinese Characters and Teaching Chinese as a Foreign Language," highlights the significance of understanding Chinese characters in the context of foreign language instruction Both authors advocate for a deeper appreciation and practical approach to Chinese character education.
The analysis of errors in learning Chinese characters is a relatively recent development, resulting in limited reviews on the topic Among the numerous studies on Chinese characters and their teaching, significant contributions have been made by Chinese language educators who have researched common misspellings These researchers have described, categorized, and analyzed the causes of writing errors, offering correction methods in works such as Xu Zhonghua's "Commonly Misspelled Characters," Chai Shisen's "Discussion on the Issue of Misspellings," Zhao Keqin's "Explanations of Misspelled Characters," and Shen Runxiang's "Identification of Common Misspellings." Additionally, some scholars have discussed the standardization of Chinese characters, as seen in Bo Yonghe's "Standard Chinese Characters," while others have investigated the misspelling issues faced by children and primary school students, exemplified by Dai Zhenqian's "Teaching and Learning of Chinese Characters."
Over the past two decades, the field of teaching Chinese as a foreign language has increasingly focused on researching the character errors made by international students In 1990, Wu Yingcheng analyzed the writing errors of 30 Singaporean students, revealing that the error rate for phonetic characters was significantly higher than for simple and compound characters, indicating that confusion due to similar sounds poses greater learning challenges than structural similarities In 1993, Du Tongde categorized the writing errors of foreign students, identifying issues such as confusion of radicals, transposition, omissions, and incorrect strokes, while also exploring their causes and correction methods In 1998, Jiang Liping summarized the common errors of 18 students over a year of dictation and assignments In 1999, Shi Zhengyu examined character writing errors among students from around 30 countries, attributing these mistakes to misunderstandings of the meanings of radicals and confusion between characters and words By 2000, Shi proposed that teaching should emphasize stroke writing for beginner-level students based on his analysis of writing errors among students whose native languages use phonetic scripts.
1.5.2 在越南的研究情况
Vietnam is one of the key bases for Chinese language research, with a rich history in Chinese language education As interest in learning Chinese continues to rise in Vietnam, there has been a significant increase in research and publications focused on Chinese characters and their teaching methods.
Notable works in the field include Associate Professor Fan Yuhan's papers, "Research on Chinese Characters and Ancient Chinese Industry and Commerce" and "Research on Chinese Characters and Chinese Views on Life," along with several articles published in professional journals These studies not only clarify the cultural connotations of Chinese characters but also discuss their impact on teaching theories and practical teaching activities The volume of research on Chinese language teaching is increasing, highlighted by Li Chuncao's article on the current state and improvement of Chinese character teaching at the Hanoi National University This paper examines the characteristics of Chinese characters, the current teaching status, and the handwriting proficiency of students at various levels, analyzing the reasons behind these conditions and proposing effective measures for improvement Recently, Du Fangcao published a study on Chinese character teaching among high school students from ethnic minorities in Ha Giang Province, which assesses the current teaching situation, identifies contributing factors, and suggests strategies to enhance the quality of Chinese character education.
There is a notable lack of comprehensive and targeted research on the teaching and learning errors related to Chinese characters among Vietnamese students, particularly those at the beginner level This gap in existing literature has motivated the author to choose this topic for their master's thesis.
In summary, Chinese characters are a unique written communication tool created by the Han people to meet their communication needs throughout history, making them one of the oldest writing systems in the world These characters serve as ideograms for the Chinese language and are composed of radicals, with a close relationship between their form, pronunciation, and meaning For Vietnamese students, learning Chinese characters presents significant challenges, as there are fundamental differences between Vietnamese and Chinese writing systems, making both recognition and writing difficult.
In the process of language acquisition, both first and second language learners, whether children or adults, inevitably encounter errors These errors can be classified from various perspectives According to Corder, errors in interlanguage development are categorized into three types: pre-systematic errors, systematic errors, and post-systematic errors.
Error theory offers significant insights for teaching Chinese as a foreign language It encourages educators to adopt a constructive approach to the errors students make during language development Errors are an essential part of the language acquisition process, reflecting learners' active and creative engagement Teachers should be adept at observing and analyzing these errors to gain a deeper understanding of students' language development.
Teachers should adopt a tolerant approach towards errors that occur during the random error phase of learners, avoiding excessive corrections or explanations Instead, it is sufficient to indicate the mistakes and provide the correct expressions to guide students effectively.
第一章对汉字相关理论与偏误理论做了综述，作为后面汉字教学实际考察与分析的基础，希望其考察与分析在相关理论的指导下更为可靠。