Reevaluating the bùshǒu部首 System: Enhancing Key-Based Pedagogy for Modern Chinese Character Acquisition in L2 Learners

Abstract

This paper examines the pedagogical significance of the bùshǒu 部首key component system in teaching modern Chinese characters to second language (L2) learners. It identifies key challenges in character acquisition, critiques inconsistencies in traditional and contemporary pedagogical frameworks, and proposes etymology mnemonics for integrating key analysis into L2 instruction. By synthesizing historical lexicography, cognitive linguistics, and empirical studies, this research advocates for a restructured approach to bushou pedagogy to improve character literacy outcomes.