Investigation And Teaching Methods Of Chinese Characters Writing In The Primary Stage Of Bangladesh

Bangladesh students belong to non-character-writing-circle learners, Chinese character is very difficult for them. So evaluate their errors have a great significant to improve the quality of Chinese teaching. Research object of this paper is the primary stage Chinese learner, this paper made a questionnaire survey for some Bangladesh students to know their attitude of learning Chinese characters and their mouthed of learning. In addition, the writer also made a survey for Chinese teachers who stay in Bangladesh to know their attitude to character’s teaching and their teaching mouthed.The primary stage Bangladesh students make various errors in writing Chinese characters, mainly analysis form three aspects, and there are strokes, components and the whole word. In terms of stroke aspect, there are five types of errors, which are the error of stroke order, strokes out of shape, strokes wrongly connected or broken, strokes wrongly combined, strokes wrongly added or missing. In terms of components, there are three types of errors, which are components wrongly replaced, components wrongly added or missing and components wrongly combined. The whole word aspect refers to the mispronounced characters.Among these three errors, the most errors are strokes, the percentage of stroke error is 68.94%. This indicates that the main error of Bangladesh students is stroke error, because the primary students have limited vocabulary. Among stroke errors, the most errors are strokes out of shape. Among components errors, the most errors are components wrongly replaced. The students often use familiar components instead of the right one, but the students also notice that the correct word is made of the components and try to remember the word from components not the strokes. The whole words errors are the least of all. Because the primary stage students master limited vocabulary, they cannot make advanced errors. So the error of primary stage is not on the whole word aspect. Besides, there are some words have many errors and cannot classify, these words put on no words aspect.On the basis of error analysis, this paper conclude that there are many reasons cause the errors, such as not serious for Chinese character, not master the basic knowledge of strokes and components, the negative influence of mother tongue, not suitable learning strategies and so on. To improve the teaching quality, the following jobs should be down. First, teaching the strokes, components and the whole word in turn at three different levels. In the primary stage, attach great importance to the teaching of basic knowledge of strokes and components. Second, pay attention to both recognizing reading and writing, make a comprehensive understanding of Chinese character. Third, attach great importance to phonogram teaching. Forth, cultivate students’ awareness to write corrector characters and guide students write characters that suit writing rules.