The Transfer Of Chinese Character Cognition Foundation In Korean Students’ Chinese Character Learning And Teaching Strategies

With the further development of teaching Chinese to speakers of other languages,Confucius institute headquarters(Han ban)sends more than 300 Chinese language teachers to primary and secondary schools in Korea every year to conduct local Chinese language teaching.In February 2019,I was honored to be one of them to teach Chinese in Korea.In teaching,after careful observation and induction,I found that there are many errors in the learning and writing of Chinese characters by Korean students,and most of these errors are regular and systematic.In my opinion,this has something to do with Korean students’ existing knowledge of Chinese characters.Therefore,from the perspective of the influence of Korean students’ Chinese character cognition foundation on Chinese character learning,this paper tries to find some reasons for Korean students’ Chinese character writing errors and tries to put forward corresponding teaching strategies.In this paper,the scope of "Chinese character cognition foundation" of Korean students is defined as the Chinese character learned in Korean middle school,Korean language and Korean current Chinese characters,and different from the previous research idea of "error classification-error cause-teaching strategy",this paper adopts the idea of "error cause-error classification-teaching strategy".,which has four parts:The first part is the introduction,explaining the origin of the topic and the significance of the research,the research scope and research ideas,as well as the source of corpus and research methods.In the following part,I introduced the current research status,including the research on the transfer of the cognitive basis of Chinese characters for Korean students,the research on the errors of Chinese characters for Korean students and the teaching of Korean characters.The second part introduced the specific contents of the cognitive basis of Chinese characters from the three aspects of the Chinese lessons in Korean middle schools,the characteristics of Korean and the current Korean characters,laying atheoretical foundation for the following errors analysis.The third part is the key chapter of this paper.This part introduced the writing of Chinese characters of Korean students based on the examples of students’ errors.The types of errors were divided according to the three levels of strokes,parts and whole characters,which can be divided into errors in Stroke shapes,number of strokes,combination of strokes,writing errors of parts,structure type errors of parts,loose structure of whole characters,old typography or traditional characters.The fourth part is the teaching suggestions part.In view of the negative transfer of Korean students’ cognitive basis of Chinese characters,the author puts forward specific Suggestions from such aspects as psychological distance,teaching principles and teaching order,distinguishing Chinese characters in Chinese class,formulating teaching vocabulary suitable for Korean students,Chinese characters classroom games and network resources.