An investigation into written language teaching methodologies and development of KANJI teaching materials

关于世界各地的书面语言教育，我们调查了大约十个案例中使用的实际方法。根据我们的研究结果，我们开发了针对非汉字文化背景的学生有效教授汉字的教材。在我们的样本中，用于书面语言教学的实际方法证实了我们的期望。而在非汉字为主的文化地区，一年最多学习不到50个字母，在汉字为主的文化地区，至少有1000个汉字（在中国约为3500个）在6或7年的时间里被教授。尽管如此，这并不意味着学习者语言教育的结论。当我们思考外国人日语书面语教育的方法时，我们可以很容易地观察到，来自非汉字文化背景的学生在学习汉字时被逼得绝望。我们在教材中描述了一种不模糊的、清晰的、系统的、复合的汉字教学方法。除此之外，我们还尝试用计算机进行汉字教学，以便为非汉字文化背景的学生创造最有效的计算机教材。这些材料可以让学习者快速记忆汉字的形状和意义，同时对汉字的词源有一个了解，因此这些材料不仅适用于外国学习者，也适用于日本儿童。

Concerning the education of written languages around the world, we investigated the actual methodologies in use in approximately ten cases. In reference to our findings, we developed teaching materials for teaching KANJI effectively to students from NON-KANJI cultural backgrounds.The actual methodologies in use for teaching written language in our sample confirmed our expectations. While in NON-KANJI dominated cultural areas, less than 50 letters are learnt within one year at most, in KANJI dominated cultural areas, at least 1000 characters (about 3500 in China) are taught over a period of 6 or 7 years. Even so, this does not signify the conclusion to the learners' language education.When we think about methodologies in use for Japanese written language education for foreigners, we can easily observe that students from NON-KANJI cultural backgrounds are driven to despair by learning KANJI.We delineated through our teaching materials a methodology of teaching KANJI that was not vague, but lucid, methodical and compounding.Besides this, we also experimented with teaching KANJI with computers, in order to create the most effective computer based teaching materials for the students from NON-KANJI cultural backgrounds. Those materials allow the learners to quickly memorize the shape and the meaning of KANJI, and at the same time develop an understanding of the etymological origin of KANJI, thus these materials are applicable not only for foreign learners but also for Japanese children.