Ten different methods and strategies on teaching Chinese characters to second language learners

Abstract

Through the investigation and evaluation of several previous studies concerning the theory of teaching Chinese writing and reading, this paper aims to contribute to the Hanzi pedagogy. We believe that the methods presented here can be appropriately applied in classrooms where students have a first language in which the writing system has no connection to Chinese characters. All students whose first language’s writing system is appreciably different from Chinese writing system are in the same situation when they start to learn and acquire reading and writing skills in Chinese. The target demographic of the following teaching methods is broad, and includes students with varying level of Chinese language knowledge. Methods tailored to beginner and more advanced students are discussed as well. Ten different methods and strategies on teaching Chinese characters to second language learners are presented here. It should be noted that there is no sharp line that separates the different theoretical approaches – this is to say that they do not exhibit mutual exclusivity. The various approaches, conceptual frameworks and considerations are categorized as follows, moving
from theoretical proposals to more practical ideas: the Liu Shu (Liù shū 六書) approach; the stroke-oriented habit-forming approach and rote memorization; the holistic method and delayed approach; the focus on recognition approach; developing grapho-phonological awareness; the character color-coding approach; mnemonic strategies and wild association; on the unit of instruction: word or character?; learning through hand- or typewriting; characters similar in form (xíngsì zì 形似字) and homonymic characters (tóngyīn zì 同音字).