基于汉字构形理论的泰国初中级汉语学习者汉字书写偏误分析 ――以泰国华侨崇圣大学为例

Abstract

本文以泰国华侨崇圣大学42名初中级汉语学习者为研究对象,以现代汉字构形理论为理论 框架,结合访谈法、课堂观察法、偏误分析法及统计分析法,系统探讨了泰国初中级汉语学习者在汉字书写中的偏误类型、产生原因及相应的教学策略。研究发现,泰国汉语学习者的汉字书写偏误主要体现在笔画偏误,如笔画遗遗漏、误加、变 形等;部件偏误,如部件混淆、增减、变形等,以及整字偏误如形近字混用。这些偏误产生的 主要原因包括母语负迁移,如泰文书写习惯导致笔画圆弧化、部件意识模糊,教学环境因素,如汉宇课程不足、教材不规范,教师因素,如教学偏重语音和词汇、缺乏系统反馈机制;以及学生个体因素,如动机不强、学习策略单一。研究为提升泰国汉语学习的书写偏误提供了实 证借鉴,对促进中泰教育合作具有参考价值。关键词:汉字书写偏误,偏误分析,母语迁移,现代汉字构形理论

This study takes 42 beginner and intermediate Chinese language learners from Huachiew Chalermprakiet University in Thailand as the research subjects. Using modern Chinese character formation theory as the theoretical framework and combining methods such as interviews classroom observation, error analysis, and statistical analysis, it systematically explores the types of errors, underlying causes, and corresponding teaching strategies in Chinese character wring among Thai beginner and intermediate learners. The findings reveal that Thai Chinese learners' wring errors mainly include stroke-related errors, such as omissions, additions, and distortions; component-related errors, such as confusion, additions. reductions, and distortions of components: as well as whole-character errors, such as mixing up visually similar characters. The primary causes of these errors include negative transfer from the native language--for instance, Thai writing habits leading to rounded strokes and vague component awareness; teaching environment factors, such as insufficient Chinese character courses and non-standardized teaching materials: teacher-related factors, such as an overemphasis on pronunciation and vocabulary and a lack of systematic feedback mechanisms; and individual learner factors, such as weak motivation and monotonous learning strategies. This research provides empirical insights for improving Chinese character writing errors among Thai learners and offers valuable promoting educational cooperation between China and Thailand.