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Xian dai Han zi xue yan jiu : xiao xue chang yong Han zi de bu shou biao yi du fen xi ji xiang guan jiao xue yan jiu = An analysis of the radicals of commonly used Chinese characters in primary school and related issues on teaching strategies
Other titles
现代汉字学研究 : 小学常用汉字的部首表义度分析及相关教学研究
Author
Seah, Hou Kiat
Supervisor
Chew, Cheng Hai
Abstract
This study aims to first ascertain whether radicals of Chinese characters still convey meanings when the radicals are used in different Chinese characters and to what extent. The analysis is based on the data provided in two dictionaries, namely, Wang Li Gu Hanyu Zidian (《王力古汉语词典》) and Xiandai Hanyu Cidian (《现代汉语词典》). The second objective is to explore the pedagogical implications of its findings.
The 1800 Chinese characters that students are to learn at the Primary Level are first grouped according to the radicals listed in Xiandai Hanyu Cidian. The meanings of these Chinese characters are then compared with the meanings of their radicals in the past as interpreted in Wang Li Gu Hanyu Zidian . The comparison indicates that not all Chinese characters convey meanings related to the radicals. The study continues with an analysis of the extent (calculated in percentage) to which the radicals still convey meanings as well as the extent to the radicals as used in the 1800 Chinese characters convey meanings. Based on the analysis, the radicals are grouped according to their frequency of occurrence in the l800 Chinese characters. The study then proceeds to produce a list of the radicals that convey meanings in more than 50% of related Chinese characters. The pedagogical implications of the findings are then explored. Based on the findings, the author proposes a list of 58 radicals that should he taught first in order to help students to learn Chinese more efficiently. The author believes a mastery of these radicals will enable students to associate all the Chinese characters using the same radical with each other and thus consolidate their understanding of the meanings of the Chinese characters. This will make it easer for students to memorize the meanings of the Chinese Characters as well as equip them with a skill to predict the meaning of new Chinese characters that they have never come across before.
The 1800 Chinese characters that students are to learn at the Primary Level are first grouped according to the radicals listed in Xiandai Hanyu Cidian. The meanings of these Chinese characters are then compared with the meanings of their radicals in the past as interpreted in Wang Li Gu Hanyu Zidian . The comparison indicates that not all Chinese characters convey meanings related to the radicals. The study continues with an analysis of the extent (calculated in percentage) to which the radicals still convey meanings as well as the extent to the radicals as used in the 1800 Chinese characters convey meanings. Based on the analysis, the radicals are grouped according to their frequency of occurrence in the l800 Chinese characters. The study then proceeds to produce a list of the radicals that convey meanings in more than 50% of related Chinese characters. The pedagogical implications of the findings are then explored. Based on the findings, the author proposes a list of 58 radicals that should he taught first in order to help students to learn Chinese more efficiently. The author believes a mastery of these radicals will enable students to associate all the Chinese characters using the same radical with each other and thus consolidate their understanding of the meanings of the Chinese characters. This will make it easer for students to memorize the meanings of the Chinese Characters as well as equip them with a skill to predict the meaning of new Chinese characters that they have never come across before.
Date Issued
2001
Call Number
PL1171 S43
Date Submitted
2001