The Early Stages Of Cognitive Psychology Perspective Of Foreign Chinese Character Teaching

This paper that based on cognitive and combined with the author’s practicalexperience in teaching, compared of cognitive difference between the mother tongueof children with foreign adult learners. It discussed cognitive characteristics ofChinese characters and the relationship between the “reading” and “writing” from anew perspective, that is a couple of contradictory relationship in Chinese teaching.And meanwhile it studied the cognitive unit of Chinese characters in the primary stage.It attempted to explore the optimization mode of teaching Chinese as a ForeignLanguage, in order to serve the Teaching Chinese as a Second Language.There are four parts in the paper. In the first part, it reviewed the significance ofthis paper and the development of this topic. In the second part, it presented thegeneration of cognitive psychology, fundamental viewpoints, the field of research andits contributions, and discussed the cognitive characteristics of Chinese characters andlearners’ cognitive process as well. In third part, it compared the differences betweenthe native children and foreign learners to explore the advantages of foreign learners.In the forth part, it discussed the relationship between the “reading” and “writing”,according to cognitive psychology theory, meanwhile it discussed the influence ofcognitive psychology to teaching Chinese characters as a foreign language, from tworespects of Chinese characters, in order to speed up the Chinese character learning.It also proposed that teaching Chinese characters should take the way following, theyare “reading and writing should be two different aspects, more reading and lesswriting” and “from the whole characters first, then induction and analysis, then thewhole characters again”. At the end, it summed up the contribution of this paper’sanalysis to teaching Chinese characters as a foreign language, pointed out theweakness of current research in this field.