Recognizing Han-Zi in Topics through Multiple Ways in Teaching Chinese as a Second Language

• Main Authors: YU,YU-SHAN, 余侑珊
• Other Authors: ZHANG, JIN-LAN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/3d3sn6

碩士 === 國立臺北教育大學 === 語文與創作學系華語文教學碩士班 === 105 === To people who learn Chinese as a second language, if they are not in the Sinosephere, they are possible to have great difficulties in learning Chinese characters, as the characters are complicated and unique. However, the teaching materials used nowadays are mostly based on practical articles, learners learned Chinese characters from these articles. Practices specialized for Chinese characters are not prevalent. This study aimed to develop a teaching model, which puts knowledge of Chinese characters into topics. Allow learners to understand Chinese characters in a more interesting way, inspire their motivation to study Chinese characters. Also, this teaching model pays attention on how to use Chinese in daily life through multiple ways, such as stories, activities and games. The process of how to choose this teaching model’s materials is mainly based on three steps. First, choose useful life-related topics. Second, classify the vocabularies from “the 8000 words” with the chosen topics. Last, sum up the radicals from the vocabularies that are already chosen by topics. Through this process, the researcher picked out the highly-appeared radicals as teaching materials, which are found to be related to the topics. The model differents Chinese character range between reading and writing. In the course, learners only have to write the highly-appeared radicals or Chinese characters, but have to recognize lots of their extended vocabularies. After understanding the Chinese characters and their extended vocabularies, learners have to applicate them in some life-related situations. This study has five chapters. In chapter one, the researcher confirmed the purpose of the study. In chapter two, in order to understand the recent Chinese character instruction and highly-used topics, the researcher analyzed several references. In chapter three, the researcher described the process and method of the study. In chapter four, the researcher develop the teaching model through two teaching experiements. With the feedbacks from the learners and the reflection from the observer and researcher herself, in chapter five the conclusion for the study and the recommends for Chinese teaching were completed. The study has three research findings. First, this teaching model can inhance learners’ motivation on learning Chinese characters. Second, it can help learners well-connect vocabularies with relative topics. Third, through the teaching model, learners can practice what they learn in daily life.