“一带一路”沿线国家留学生汉字书写情况的调查与分析

An investigation study of the writing of Chinese characters by some students from the countries along the Belt and Road

本文选取了常州工学院2016级和2017级来自"一带一路"沿线国家的200多名学历留学生作为观察的对象,对他们的汉字书写情况分别进行了为期10周左右的跟踪调查,以期得出这批来自"非汉字文化圈"的留学生们汉字书写的偏误规律,并为汉语作为第二语言教学的汉字教学提供第一手的教学参考。"一带一路"沿线国家留学生常见的汉字书写异常情况,在不同时间阶段表现有所不同。前期(第1~4周)主要是笔画异形、缺少笔画或偏旁;中期(第5~6周)除了上述问题依然存在外,还出现了对笔画长短认识不清、对直笔和弯笔认识不清或对汉字整体结构认识不清等问题;到了后期(第7~10周),出现的问题主要是偏旁误用、形体相似字混用、同音字混用等等情况。文章对"一带一路"沿线国家留学生汉字书写的异常情况进行了原因分析。提出了汉语作为第二语言教学的汉字教学的策略:从笔画入手开始教学过渡为整字教学的策略、汉字整体认知的策略、对比示范书写的策略、汉字认写同步的策略等。

This paper takes more than 200 students in Grade 2016 and Grade 2017 from the countries along the Belt and Road as the objects of the study.A 10-week investigation of their writing of Chinese characters is carried out to find the writing errors of Chinese characters of these students from a nonChinese cultural ring.It also provides some first-hand teaching reference for teaching Chinese characters in TCSL.Their incorrect writing of Chinese characters finds expression in different aspects at different stages.The first stage reveals their incorrect strokes or missing strokes or components（generally from the first to the fourth week）.Such problems remain in the second stage（generally from the fourth to the sixth week）,plus a misunderstanding of the straight or curved strokes,the length of strokes,as well as the whole structure of Chinese characters.While in the last stage（generally from the seventh to the tenth week）,the main problems include the misuse of Chinese-character components,the confusion of Chinese characters with similar shapes as well as homophones.This paper analyzes the causes of these mistakes and proposes the strategies for teaching Chinese characters in TCSL,such as the strategy from the teaching of single strokes to the teaching of the whole characters,the approach to understanding the whole structure of Chinese characters,the strategy of contrastive demonstration writing,and the synchronization strategy of learning and writing the same Chinese character.