A Study of Chinese Character Instructional Design for Chinese Heritage Children of France

• Main Authors: Lai Janice, 賴欣怡
• Other Authors: Hsin, Shih-Chang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/29580164710307572964

碩士 === 國立臺灣師範大學 === 華語文教學系 === 102 === In recent years, the Chinese learning craze has been on the rise in France. This fascinating language attracts not only French learners, but also a large number of children with Chinese backgrounds. As a result of cultural diversity and a lack of resources, the difficulties these learners encounter has caught the attention of the academies and thereupon various studies have been carried out. The objectives of this research is to build upon different concepts of Chinese character teaching and teaching experience to create a method that allows Chinese heritage children to begin to understand Chinese characters in a natural way, and lay a strong foundation for learning Chinese characters more easily as they continue their studies. Additionally, encouraging them to study Chinese, and foster their interest to attain the desired results is another main objective. As overseas Chinese learners, Chinese is considered a foreign language for these students, and they do not necessarily follow the traditional learning path. To better arouse the learners’ interest, this study/research aims to integrate our findings into a new learning system to stimulate their interest in writing and develop an in-depth understanding. During the research process, we have taken some steps as shown below. We first gathered relevant information regarding Chinese learning, then we studied and analyzed the findings; lastly, we approached two Chinese language schools to better understand the Chinese learning process of kids in French elementary schools. Furthermore, we analyzed the Chinese learning materials currently available on the French market to confirm if they are good enough for learners. The last step was to interview twelve teachers and twenty-five students regarding their thoughts on the language. The final outline integrated all of the aforementioned analyses. To summarize, teachers pointed out that most foreign learners find stroke order hardest to learn. Many of them could not follow the correct order, and find it uninteresting, while some younger learners felt strokes and radicals are already hard for them. Therefore, we have included in our course outline several chapters concerning stroke, stroke orders, radicals, etc. Hopefully once they have acquired the rules and understand their importance, they will have assuaged their difficulties and regained their interest.