A Comprehensive Study of Chinese Beginners' Perception of Learning Japanese and Effective Strategies for Teaching Chinese-Japanese Homograph

Junhui Deng

doi:10.54097/ehss.v23i.13913

Authors

Junhui Deng

DOI:

https://doi.org/10.54097/ehss.v23i.13913

Keywords:

Japanese learning; Japanese teaching; Japanese-Chinese homographs; Chinese-Japanese difference.

Abstract

Japanese-Chinese homographs are an essential topic in Japanese education research. This study focuses on Japanese-Chinese homographs in both the Chinese and Japanese languages. It analyzes the perception of Japanese beginners, learning difficulties, and teaching strategies using data collected from questionnaires. The study finds that as Japanese learning progresses, students gradually improve their understanding of Japanese-Chinese homographs, but misuse still occurs. Students generally perceive learning Japanese-Chinese homographs as challenging and deserving of attention. Regarding teaching strategies, students prefer self-summaries and Japanese-Japanese translations for learning Japanese-Chinese homographs. Based on these findings, the study proposes Japanese teaching and learning suggestions.

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