A Study on the Teaching of Chinese Characters Memorization for Foreigners based on the Memory Principle of Cognitive Psychology
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i6.2233
Abstract
Chinese characters have always been regarded as “Heavenly script” for students whose mother tongue uses a phonemic script. There are two main reasons: (1) The relationship among form, sound and meaning in Chinese characters is different from that in phonemic scripts; (2) There is a lack of effective methods regarding the teaching of Chinese character recognition and memorization, which is in accordance with the characteristics of this writing and the universal laws of human memory. This paper proposes a teaching method for Chinese characters memorization based on “Event Domain Cognitive Model” theory. Starting from the relationship of form, sound and meaning in Chinese characters, and combining with the universal memory principle explained by “cognitive psychology”. It takes the component of modern Chinese characters as the memory unit, the event semantic logic between components as formation motivation of an integral character, the “Event Domain Cognitive Model” as the connection logic of characters family.
Keywords
Chinese character teaching, Chinese character cognition, Chinese character nature, component, character family
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[3] Du Lirong. A study on the teaching of Chinese characters as a foreign language by the method of connection among Chinese characters. Journal of Southwest University for Nationalities. Humanities and Social Sciences. 2004; (7): 418--422.
[4] Fei Jinchang. A probe into the components of modern Chinese characters. Applied Linguistics. 1996; (2): 20--26.
[5] Goldstein E. Bruce. Cognitive Psychology, trans. by Ming Zhang. Beijing: China Light Industry; 2018: 224.
[6] Karlgren Bernhard. The Chinese Language: An Essay on its Nature and History, trans. by Hongfei Nian. Beijing: The Commercial Press; 1946:18.
[7] Lu Jianming. Tongyong guifan hanzibiao wei hanyu guoji chuanbo tigong guimo he biaozhun. General standard Chinese character list provides scale and standard for Chinese international dissemination. Yuyan wenzi bao. 2014: 743.
[8] Miller George A. 1956. The magical number seven, plus or minus two. Psychological Review. 1956; 63 (2): 81--97.
[9] State Language Commission. Specification of modern common character components and component names. Specification, Rule No. GF0014-2009. Beijing: Language and Culture Press; 2009.
[10] Wang Ning. Hanzi gouxingxue jiangzuo. Lecture on Chinese character morphology. Shanghai: Shanghai Educational Publishing House; 2002.
[11] Wang Yin. Event domain cognitive model and its explanatory power. Modern Foreign Languages. 2005; (1): 20--29.
[12] Wang Yin. Cognitive Linguistics. Shanghai: Shanghai Foreign Language Education Press; 2007: 240.
[13] Wu Shixiong. Enlightenment of memory principle of cognitive psychology on Chinese character teaching. Language Teaching and Linguistic Studies. 1998; (4): 85--94.
[14] Xu Shen. Shuo Wen Jie Zi [Origin of Chinese characters], trans. by Kejing Tang. Beijing: Zhonghua Book Company; 2018.
[15] Zhang Wangxi. From Chinese character component to Chinese character structure -- On foreign Chinese character teaching. Chinese Teaching in the World. 1990; (2): 112--120.
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