The Study On The Chinese Characters With“衣”as A Component In Teaching Chinese Characters As A Foreign Language

Compare with other phonetic characters,Chinese characters,as an ideograph,have a more complex system structure and closer relationship between form and meaning,which is the difficulty of foreign learners’ learning.In recent years,a large number of researches on Teaching Chinese as a foreign language have emerged,but there are relatively few research achievements in Chinese character teaching.Most of the research on Teaching Chinese as a foreign language studies the principles and methods of Chinese character teaching from a macro perspective,and rarely combines the research of components with teaching Chinese as a foreign language.Under the guidance of character standard theory and component teaching theory,Taking the "衣"part as the starting point,this paper summarizes the previous research results,analyzes the errors of Chinese characters in the "衣" part,puts forward the corresponding teaching methods in three aspects:reading,writing and teaching,and designed the teaching of calligraphy and Chinese characters.It is hoped that it can reduce the difficulties of foreign learners in learning Chinese characters and improve the efficiency of Chinese character learning.The "衣" part includes one main part and two auxiliary parts.The author investigated the "衣" part words in the,and found that the "衣" part words are distributed most in the class C words and have the largest number of word formation.Teachers are required to pay attention to the teaching of Chinese characters in the middle and advanced stages.By investigating the distribution of Chinese characters and word formation of "衣" components in HSK standard course,it is found that the distribution of Chinese characters and word formation of "衣"components basically conforms to the hierarchical distribution of Chinese characters and words of "衣"components in the outline,and the Chinese characters of "衣"components with strong word formation ability include "表,衣,补,装" etc.On the basis of previous studies,the author classifies the Chinese characters of "衣"components,and finds that most of the Chinese characters of "衣" components are pictophonetic characters,and "衣" mostly acts as signifiers.Through the word meaning classification of the Chinese characters of "衣" parts,it is found that most of the Chinese characters of "衣" parts are related to clothing,and the Chinese characters of "衣" parts contain rich cultural connotation.In terms of errors,based on the corpus,questionnaire survey and students’ daily notes,the author summarizes the types of errors of Chinese characters of "衣" parts into three categories:stroke,part and whole character.Stroke errors include stroke deformation,stroke impairment,stroke increase,stroke connection and stroke dislocation;Component errors include component deformation,component misuse,component impairment and component combination structure errors;The whole word error includes the whole word error caused by the sound like error,the shape like error and the error of another component.The number of component errors is the largest.Among the component errors,the error caused by component misuse accounts for the highest proportion,followed by component combination structure error and component deformation.Teachers are required to pay attention to the role of components in the whole word when teaching Chinese as a foreign language.Through analysis,the author believes that these errors are related to the complexity of Chinese characters,learners’learning motivation,negative transfer of mother tongue,teaching and textbook compilation.Based on the research of Chinese character ontology and error analysis of "衣"parts,the author puts forward the hierarchical teaching method as the main teaching method of the Chinese characters of the "衣" parts,and four teaching methods of auxiliary teaching methods,which are:Glyph traceability method,Part splitting method,word sound derivation method,comparative analysis method.Based on this,the author carries out the relevant teaching design,and finally summarizes and reflects on the teaching practice.