A Comparative Study Of The Strategies Of Chinese Characters Between Central Asia And Myanmar In The Context Of Heritage Language

As an important link to maintain national identity,Chinese characters carry the historical and cultural connotation of the Chinese nation for thousands of years.Chinese character learning is not only an important part of Chinese learning for Chinese American students,but also a learning difficulty.To a certain extent,learning strategies determine the effect of their Chinese character learning.Due to historical reasons,the inheritance of Chinese characters by Chinese students in Central Asia has been interrupted,but the language has been preserved.Chinese students in Myanmar have obvious inherited language learners’ characteristics.Then,what are the differences between the two groups growing up in different cultural environments in the learning of Chinese characters? Do they use Chinese learning strategies differently because of these differences? What are the differences between them and other ordinary Chinese learners in the use of Chinese character strategies? This is the main problem of this study.The researchers selected three groups of Chinese learners for comparison and reference: the first group is the students of Central Asian Chinese origin in the intermediate class of Northwest Normal University,the second group is the students of Myanmar Chinese origin,and the third group is the ordinary Chinese learners in the background of intermediate class non inherited language.The results show that: first,in the aspect of font strategy,Chinese students from Central Asia are slightly lower than those from Myanmar,and there is no significant difference between the two groups.However,there were significant differences between the two groups in the strategies of sound and meaning,review and application,and the Chinese students from China and Asia were significantly lower than the Chinese students from Myanmar.Secondly,there is no significant difference in stroke strategy,induction strategy and native language strategy between Chinese students in Central Asia and Chinese students in Myanmar.Third,the overall Chinese learning strategies of Myanmar Chinese students are significantly higher than those of Central Asian Chinese students.A comparative study of the two groups of students under the background of inheriting language and ordinary Chinese learners under the background of non inheriting language shows that,first,ordinary Chinese learners write more single Chinese characters or words,and pay more attention to each part of Chinese characters and the comparison between the pronunciation and meaning of Chinese characters.Second,ordinary Chinese learners pay more attention to summarize words with the same or similar meaning,while students in the context of inheritance tend to summarize words with similar side and font.While exploring the Chinese learning strategies of two groups of Chinese learners in the context of inheriting language,this study compares them with those of ordinary learners and puts forward suggestions.First,teachers should deeply understand and master the students’ language learning background,formulate teaching programs suitable for students with different backgrounds,and improve the teaching effect.Second,in the group teaching of students who inherit the language background,we should strengthen the training of font strategy and review strategy,such as strengthening the writing practice of Chinese characters,strengthening the students’ cognitive awareness of the components of Chinese characters and the induction of the meaning of Chinese characters,and encouraging them to review in time by sections.Thirdly,we should pay attention to the learning needs of students of special learning groups under the background of "inheriting language",select appropriate teaching contents,determine effective teaching strategies,and pay attention to the appropriateness of teaching methods,so that they can become the inheritors of the continuation and preservation of Chinese language and its culture.