本研究採質性研究法，以「非漢字圈華語學習者漢字偏誤數據資料庫」為研究範圍，探討非漢字圈學習者的書寫習得歷程。語料蒐集對象為非漢字圈、非零起點 (來台學習時間為 2~36 個月) 的學習者，以《實用視聽華語》為程度劃分的基準，分為初、中、高三級，從筆畫、部件及間架結構三方面分析偏誤現象。在筆畫方面：三個級別的筆畫省缺具有一致性，都是以橫筆的省缺最多，這與現代漢字橫筆筆形出現頻率最高有關；初級以「依樣畫葫蘆」的增筆畫偏誤為最多，中級和高級則是因識字量的增加，以「受形似字或部件影響」的增筆畫為最多；從非漢字筆畫的偏誤可知，對於非漢字圈的學習者來說漢字筆形的概念不容易習得。在部件方面：三個級別均以表意部件的省缺為主，可見形聲字中形符的概念對於非漢字圈的學習者來說不容易建立；部件代換偏誤中，形似部件混淆的比例最高；「非漢字部件」的偏誤呈現出學習者由初級到高級對於漢字正字法意識逐漸加深；由部件錯位可見學習者在漢字結構分解發展上是由知覺分解階段到結構分解階段。在間架結構方面：非漢字圈學習者對於漢字的部件位置與部件比例上較容易掌握，但筆畫的長短則掌握得較差。因此，本研究提出的教學建議是語文分流、識多寫少，漢字啟蒙教學時重視筆畫、筆順與間架結構的教學，同時在成字部件教學上加強字理教學，使學習者能從字形區別字義，避免形似字或部件的混淆。
The study aimed at the acquisition of traditional character writing by the learners of non-Chinese-character sphere according to “Non-Chinese-Character Learners’ Error Database”. Subjects included the learners from non-Chinese-character sphere and non-novices (who had learned for 2 to 36 months in Taiwan). They were divided into three levels: basic, medium and advanced. The study then made error analysis from strokes, components and spatial structures. First, there was consistency in the lack of strokes within all of the three levels. The lack of horizontal strokes was the most common and it might relate to the high frequency of horizontal strokes in Chinese characters. According to the errors of Chinese characters, it was not easy to get the concept of the shape of Chinese characters for the learners of non-Chinese-character sphere. Second, the missing part of Chinese characters in all of the three levels was the component of ideogram. That is, the concept of phonetic complexes components was not easy to learn for the learners of non-Chinese-character sphere. Among the errors of component replacement, similar components confused learners the most. Therefore, the development of analyzing Chinese character structures was from perceptional stage to structural satge. Third, the position and proportion of Chinese characters were easily understood by the learners of non-Chinese-character sphere, but the length of strokes wasn’t. Finally, the researcher of this study recommended that the learning of spoken and written should be separated, recognized more and wrote less, the beginning of Chinese characters teaching should emphasized strokes, stroke orders and spatial structures.
