The Study Of Chinese Characters Acquisition By Arabic Characters Users Under Cognitive Theory

As China's influence in the international community continues to increase,more and more international students choose to come to China for further studies.Breakthroughs in language barriers have clearly become the first difficulty they face after they come to China.A language generally consists of four parts:speech,vocabulary,grammar,and text.The text bears the function of recording and disseminating language.It has a time-to-space nature.Chinese characters are used as a carrier to enable Chinese to be transmitted to the present day.From a fundamental perspective,the Chinese character is a typical ideographic character,and its parts often carry the meaning of the word's meaning of fire,and on this basis,the pronunciation is marked;on the external features,the characters are mostly composed of upright lines,and the inflection point is obvious.The relationship between the internal components is rigorous and fixed;Arabic script is a typical phonetic text,but unlike other phonetic transcriptions,the Arabic script follows the right-to-left writing and reading rules,and on external features,Arabic texts are mostly composed of hooked curves complemented by hollow circles or solid dots.The internal structure of the text is relatively loose and random.The source of the differences between the two languages of the Han and Azerbaijan lies in the differences in word recognition between the users of the two languages.Therefore,the teaching of Chinese characters is particularly important.This is not only because the teaching of Chinese characters runs through the entire process of Chinese teaching.More importantly,the level of mastery of Chinese characters by learners largely determines their use of Chinese and their understanding of corpus.Therefore,in the elementary or even zero-based stage,how to learn from the perspective of the learner's understanding of the text,to explore its cognitive model of Chinese characters and their native language texts,and to formulate a learning model that can help learners to quickly form a recognition of Chinese characters.Knowing the schema and realizing the cognitive categorization of Chinese characters is a worthwhile aspect of the initial stage of Chinese character teaching.This article is divided into five parts.The first part is the summary of previous studies and the overall description of the research object,research scope,and research methods.The second part is summarizing the results of previous studies,combined with interviews,teaching experiments,corpus collection,assignments,and test papers.Error statistics,as well as questionnaires,were used to investigate Arabic learners'Chinese language cognition and acquisition status.The data were statistically analyzed and analyzed.The third part was based on the results of the investigation.The fourth part is about the Arabic learners' Chinese characters acquisition and cognition characteristics;the fourth part is based on the Arabic learners' Chinese character acquisition and cognition characteristics,and some suggestions for the Arabic learners' Chinese characters teaching;the last part is the summary of this study.And outlook.From the perspective of cognitive theory,this article seeks to explore the cognitive features hidden in the external errors displayed by Arab learners,thus fundamentally helping them to understand and learn Chinese characters more accurately and efficiently.To reduce the barriers to learning Chinese in the future.