Abstract
The study focuses on difficulties learners from the non-Chinese-character sphere may encounter in reading and writing. Subjects included 8 learners from the non-Chinese-character sphere: 6 of them could speak Chinese before learning to read and write while the other 2 learners could not speak, read or write Chinese. A total of 40 lecture hours over a 20 week period were given to learners covering 600 frequently used Chinese characters. Key findings include the following. 1. The structure composed of left and right parts was most easily read, followed by the structure composed of upper and lower parts. Characters with more than 9 strokes became more and more difficult as the number of strokes increased. 2. Chinese characters with more than 9 strokes or with non-basic strokes were more difficult for learners to write. 3. Stroke order accounted for most errors, followed by component errors. 4. Learners who had stronger motivation or who could speak Chinese before learning to read and write outperformed others. Therefore, it is recommended that「proceeding separately and striking together」is the best approach in teaching Chinese as a second language; and then learning to listen and speak should be arranged before learning to read and write. Finally, instruction about Chinese character rationale should be stressed.
