DIFFERENT APPROACHES AND METHODS IN TEACHING CHINESE CHARACTERS

Year 2025, Volume: 8 Issue: 3, 1430 - 1449, 30.09.2025

Tuğba Akgür

Abstract

Although Chinese is one of the most spoken languages in the world, it is challenging to learn as a foreign language due to its character-based writing system. Teaching Chinese characters is one of the biggest challenges, especially for those learning it as a second language. This study aims to examine different approaches and methods on how Chinese characters can be taught more efficiently in teaching Chinese as a foreign language. In this context, character teaching will be discussed under two basic approaches: ‘character-oriented approaches’ and ‘meaning-oriented approaches.’ Character-oriented approaches assume that recognizing a large number of characters is a prerequisite for reading Chinese and argue that it is necessary to focus on character teaching. Meaning-oriented approaches assume that the purpose of character teaching is to teach reading, that students naturally learn to recognize characters while reading Chinese, and argue that meaningful reading should be emphasized from the beginning in teaching Chinese. In this study, both approaches will be examined in detail using the descriptive research method, and the positive aspects and criticisms of each approach will be discussed. The study aims to provide a helpful guide for Chinese language learners.

Keywords

Chinese , Teaching Chinese , Chinese characters

ÇİNCE İM ÖĞRETİMİNDE FARKLI YAKLAŞIM VE YÖNTEMLER

Abstract

Çince, dünya çapında en çok konuşulan dillerden biri olmasına rağmen, im temelli yazı sistemi nedeniyle yabancı dil olarak öğrenilmesi zorlayıcıdır. Özellikle ikinci dil olarak öğrenenler için Çince imlerin öğretimi en büyük zorluklardan biridir. Bu çalışma, Çincenin yabancı dil olarak öğretiminde imlerin nasıl daha verimli öğretilebileceğine dair farklı yaklaşımları ele alarak incelemeyi amaçlamaktadır. Bu doğrultuda im öğretimi yaklaşımları ‘im odaklı yaklaşımlar’ ve ‘anlam odaklı yaklaşımlar’ olmak üzere iki temel yaklaşım altında ele alınacaktır. İm odaklı yaklaşımlar, çok sayıda im tanımayı Çince okuyabilmenin ön koşulu olduğunu varsayarak im öğretimine odaklanmak gerektiğini savunur. Anlam odaklı yaklaşımlar ise im öğretiminin amacının okumayı öğretmek olduğunu, öğrencilerin Çince okurken doğal olarak imleri tanımayı öğrendiklerini varsayar ve Çince öğretiminde başlangıçtan itibaren anlamlı okumaya önem verilmesi gerektiğini savunur. Çalışmada im öğretiminde kullanılan her iki yaklaşımın kullanımı da betimsel araştırma yöntemiyle ayrıntılı şekilde incelenerek yaklaşımların olumlu yönleri ve eleştirilen noktaları ele alınacaktır. Çalışma, Çince öğrenenler için yardımcı bir rehber oluşturmayı amaçlamaktadır.

Keywords

Çince , Çince öğretimi , Çince imler

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