Abstract
There is a dearth of information in the research literature on the acquisition of the sequencing of strokes in Chinese characters by learners of alphabetic writing. In the teaching of native speakers, great emphasis is placed on the correct sequencing of strokes. This paper, however, reports a case study extending over a one-year period and drawing on video-recorded observation and semi-structured, open-ended interviews. It concludes that foreign students have a very limited understanding of the correct sequencing of the strokes. In addition, teachers automatically moved their priority from “sequence” to “parts” after the basic period of teaching. It is suggested that Chinese teachers should not emphasize the correct sequencing of strokes with learners used to alphabetic writing. Instead, they should focus on completed characters.
| Keywords: | case study; foreign students; sequence of Chinese character |
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