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Discussing the Application of Analysis Character of Riddles in Teaching Chinese Characters to Vietnamese Learners
對越漢字教學中謎語拆字的應用淺析
- 언어ENG
- URLhttps://db.koreascholar.com/Article/Detail/451721
Writing and memorizing Chinese characters pose a major challenge for Vietnamese learners due to their complex stroke structures. To address this issue, “riddle-based character decomposition” has been effectively applied to simplify character recognition and retention. This paper investigates the riddle-based decomposition method in teaching Chinese characters to Vietnamese learners using descriptive, survey, comparative, statistical, analytical and case study methods. The results indicate that this approach fully leverages the form, pronunciation and meaning of Chinese characters through various techniques such as combining, splitting, pictographic representation and association. Teachers can integrate riddles into lessons to introduce new characters or analyze character structures, making Chinese characters feel more approachable, engaging and easier to remember. For example, “What does not fear being refined by fire?” refers to the character for “gold” (real gold does not fear fire: the characters “金” and “真” combine to form “鎮”); “Take half, throw away half” refers to the character for “milk” (half of “要” is “女,” and half of “扔” is “乃,” which combine to form “奶”). The study aims to systematize the key aspects of the riddle-based decomposition method, thereby contributing positively to enhancing the quality of Chinese language teaching in Vietnam.
由於漢字筆畫結構複雜，書寫和記憶漢字對越南學習者來說是一項重大挑 戰。為了解決這個問題，｢謎語式漢字分解｣已被有效地應用於簡化漢字的識別和記 憶。本文運用描述性、調查性、比較性、統計性、分析性和案例研究性方法，探討了 謎語式漢字分析法在越南學習者漢字教學中的應用。結果表明，該方法透過組合、分 割、象形表示和聯想等多種技巧，充分利用了漢字的形、讀、義。教師可以將謎語融 入課堂教學，用於引入新字或分析漢字結構，使漢字學習更易於理解、更有趣、更易 於記憶。例如，｢什麼不怕火煉？｣指的是｢金｣字（真正的金子不怕火：金和真兩個字合 起來就是｢金｣）。 ｢取一半，丟一半｣指的是｢奶｣這個字（｢要｣的一半是“女”，｢丟｣的一 半是“乃”，合起來就是“奶”）。本研究旨在系統化謎語式分析教學法的關鍵要素，從而 為提升越南漢語教學質量做出積極貢獻。
1. Introduction
2. The Concept and Methods of Character Deconstruction
2.1. The Concept of Character Deconstruction
2.2. Methods of Character Deconstruction
3. Riddles and Character Structural Deconstruction
3.1. The Concept of Riddles
3.2. Methods of Character Deconstruction in Character Riddles
4. Pedagogical Recommendations for Applying Character Riddles inChinese Language Teaching
4.1. Recommendations for Instructors
4.2. Recommendations for Learners
5. Conclusion
References
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