A Comparison And Lesson Of Chinese Character Writing Errors Between Pakistani Students And Chinese Primary School Students

As a vehicle for the transmission and development of Chinese culture,Chinese characters play an irreplaceable role in the teaching of Chinese in Primary Schools and in the teaching of Chinese as a foreign language.Chinese characters are complex square structures,and learning to write them is a major challenge for Pakistani students who are not part of the Chinese culture.Our primary school students,who are also beginners in Chinese characters,also make mistakes when writing Chinese characters.This paper attempts to compare and contrast the erroneous characters written by Pakistani students with Chinese primary school students,to compare the similarities and differences between the two,and to draw on the experience of teaching Chinese characters to Chinese primary school students in order to provide a targeted reference for teaching Chinese characters to foreign students.Without the introduction and conclusion,this paper is divided into four chapters.In the first chapter,the 2500 commonly used characters in the HSK Dynamic Composition Corpus are used as the research content,and the writing errors written by Pakistani students in the Jinan University’s intermediary language corpus and the HSK Dynamic Composition Corpus are used as the research corpus.The writing errors written by Pakistani students were classified into three major categories,namely,wrongly written characters,miswritten characters and non-spelt characters.In conjunction with the collection of materials,the writing errors are categorised and the corpus is counted and collated.In the second chapter,the 2500 characters commonly used by primary school students are used as the research content and the erroneous characters written by primary school students in grades 1 to 3 of the Experimental Primary School in Huiji District of Zhengzhou City are used as the research materials,The Writing Errors written by primary school students are classified,counted and organised in relation to the reality of the situation.Chapter 3 compares the characteristics and causes of misspelled words between Pakistani students and Chinese primary school students,and then analysing the causes of their writing errors.Chapter 4 focuses on the implications of teaching Chinese characters to primary school students in China for teaching Chinese characters to foreign students in Pakistan.According to the comparative analysis in the previous chapter,Chinese primary school students in China write Chinese characters with better biases than their Pakistani counterparts,especially in terms of overall aesthetics and compactness of structure.Finally,the concluding section summarize the innovations and shortcomings of this study,as well as the prospects for the future of teaching Chinese as a foreign language,based on a review and summary of the whole text.