A Research On Chinese Characters Learning Strategies And Teaching Methodologies Of Primary Learners In Kyrgyzstan

Chinese characters are the symbols of Chinese writing system. Chinese characters teaching isthe most notable characteristic in the field of teaching Chinese as a second language, it also makesChinese language teaching a very unique part in the world's second language acquisition researchfields. Chinese characters are difficult to learn and difficult to teach, in order to solve this problem,we should focus on different learners' language background and cognitive characteristics as wellas acquisition ability, only a deep understanding of learners can improve their ability of Chinesecharacters reading, writing, communicative competence. Diplomatic intercourse has becomeincreasingly frequent today between China and Kyrgyzstan, more and more people choose to learnChinese, therefore a thorough and systematic research on Chinese characters and Chinesecharacters teaching methodology seemed particularly important, the learners' Chinese characterslearning strategy can be regarded as a reference in the process of teaching. Most of the researchmainly focus on English-speaking learners, and for the Central Asian, the research on Chinesecharacters learners' strategy is still relatively deficient, not to say the research especially onstudents in Kyrgyzstan. Therefore, to inspect Kyrgyzstan students' acquisition of Chinesecharacters can guide the students to use the correct and effective learning strategies to improveChinese characters learning.During author's4months Chinese teaching practice in Bishkek, she conducted aquestionnaire survey among elementary Chinese learners in several major colleges anduniversities, the collected data were analyzed by SPSS. Jiang Xin, Zhao Guo and others have builta certain reliable and valid scale of Chinese characters learning strategy, and summed up sixstrategies. This thesis, based on the predecessors' research and investigation, divided the Chinesecharacters learning strategy into seven categories. Through the analysis of the data found that themost frequently used Chinese characters learning strategy is reviewing strategy, memorizingstrategy, and least used is summarized and applied strategy. This is closely linked with theirlearning method and teaching method of Chinese characters. The full text has been divided into five parts: the preface part mainly elaborated this article'sselected reason, purpose and significance. The second part stated a thorough review on Chinesecharacters learning strategy and teaching methodology. The third part is Chinese characterslearning strategies investigation and analysis, detailed investigation object and method, and thequestionnaire survey data were analyzed. The fourth part pointed out the most commonly usedstrategy, and summarized some Chinese characters teaching strategies and skills. The last part is asummary of this article,the author hopes that these useful data can reveal the actual learningstrategy of primary level students of Kyrgyzstan.