Xiao, J. Y., & Wu, Q. (2018). Empirical Research on Chinese Character Errors and Teaching Methods in the Primary Stage of International Students in China—Taking the Textbook “Easy Learning of Chinese Characters” as an Example. Drama House Journal, 31, 120-122.

has been cited by the following article:

• TITLE: Analysis of Chinese Character Writing Errors by Secondary School Students in Yaoundé, Cameroon

  AUTHORS: Kenne Michel Olivier

  KEYWORDS: Cameroon, Chinese Language, Secondary School, Teaching

  JOURNAL NAME: Creative Education, Vol.13 No.8, August 15, 2022

  ABSTRACT: In recent years, as Chinese has become a “hot” language in the world, the popularity of Chinese language learning in Cameroon is constantly increasing. Chinese character teaching is an important part of Chinese learning, and learning Chinese characters is one of the unavoidable difficulties for Cameroonian students. This paper mainly analyzes the writing errors of Chinese characters among secondary school students in Cameroon, focusing on three aspects: the errors in strokes, the errors in components and the errors in homophones and near-similar characters. The main reason for the error is that the students lack knowledge about the combination of strokes and parts of Chinese characters, the combination of parts and the distinction of homophones. In order to solve the practical problems of Chinese character teaching in secondary schools, this paper finally puts forward some pertinent opinions and suggestions, hoping to provide useful help to the teaching of Chinese characters in secondary schools in Cameroon.