汉字作为汉语的书写和表意系统,一直以来都是国际中文教学难点问题。而作为“非汉字文化圈”的“一带一路倡议”沿线国家留学生,其在学习汉语之前均未接触过汉字系统,且其母语多为拼音文字,一定程度上增加了汉字学习的难度。文章通过量化和实证相结合的混合式研究模式,探究其在汉字习得偏误,发现其偏误集中体现在认读和书写两个方面。偏误类型包括形近字混淆、音近字误读及多音字困扰和笔画偏误、偏旁部件偏误、笔顺偏误以及结构偏误。同时,通过访谈和跟踪观摩的质性研究范式,从认读教学、偏旁部件教学和笔顺教学三个方面,分析了“一带一路倡议”沿线国家留学生汉字教学难点。此外,针对偏误类型和教学难点,将其汉字习得偏误归因于:汉字系统的复杂性、母语迁移的影响、学习环境和资源的限制以及学习策略和方法不当,并从汉字意识培养、教学模式改革、教学辅助工具改善以及教学策略调整四个方面提供了具体的教学建议。As the writing and ideographic system of the Chinese language, Chinese characters have consistently posed challenges in the realm of International Chinese Language Teaching (ICLT). Students from countries along the “Belt and Road Initiative”, which are non-Sinographic World, have no prior exposure to the Chinese character system before embarking on their Chinese language studies. Furthermore, the majority of these students’ native languages belong to Alphabetic Writing System, which significantly exacerbates the difficulty of learning Chinese characters. This thesis investigates the acquisition errors related to Chinese characters among students from countries along the Belt and Road through a mixed-method research approach that integrates both quantitative and qualitative analyses. The findings indicate that errors predominantly occur in recognition and writing. The types of errors identified include m
