The Improvement of the Mandarin Chinese Alphabets Memorization of Chinese Major Students in Thepsatri Rajabhat University Using a Chinese Single-Structured Alphabet Writing Learning Package

การพัฒนาการจำอักษรจีน โดยใช้ชุดฝึกทักษะการเขียนอักษรจีนโครงสร้างอักษรเดี่ยว ของนักศึกษาสาขาวิชาภาษาจีน มหาวิทยาลัยราชภัฏเทพสตรี

Abstract

 The knowledge on Chinese alphabet is deemed essential for learning Chinese. However, most of the learner view that its alphabets are fairly difficult to write, learn and remember due to the complexity of the language itself as Chinese alphabets usually contain many lines and various ways in writing. They also have the very complicated structures as well as many distinct writing principles. According to the problems, the researcher intends to study the methods, techniques or innovations using as the tool to enhance students’ Chinese alphabets memorization to effectively promote and develop Chinese language learning and teaching. The study aims to improve the Chinese major students’ Chinese alphabets memorization by using of a Chinese single-structured alphabet writing learning package in a Basic Chinese Alphabets course as well as to determine the students’ satisfaction toward the learning package. The samples were twenty-four Chinese major students. The researcher invented the five learning packages to enhance the students’ memorizing skills of Chinese single-structured alphabets as research tools. The Chinese single-structured alphabets memorizing lesson plans, a Chinese single-structured alphabets memorizing achievement test, and the satisfaction questionnaire toward the use of the learning package were also employed to collect the data. The data were analyzed using percentage, mean, standard deviation and one sample t-test. The results suggested that the student gained the improvement on their Chinese single-structured alphabets memorizing skill. They could correctly write the Chinese alphabets based on the principles, and could explain the meaning and the origin of the alphabets. This development led to the improvement of the students’ learning achievement that they gained the higher scores than their pretest with the statistical significance at 0.05. Moreover, the students held the very high level of satisfactions toward the learning package at 93.8 percent.