1、 Introduction

Introduced the importance of Chinese character components as the basic unit of Chinese character construction in Chinese character research. Analyzed the current status of research on Chinese character errors, including classification methods from the perspectives of whole characters, strokes, and components, as well as the shortcomings of existing research. It pointed out the need for the academic community to establish a unified standard for the classification of Chinese character errors. This article aims to classify the types of Chinese character component errors among non Chinese character circle Chinese learners through error analysis methods, examine the performance of component errors at different levels of Chinese proficiency, and summarize the overall characteristics and development features of component error types through quantitative statistics and qualitative analysis. A study collected 378 essay corpora from 57 non Chinese character circle countries and established a database of spelling errors.

2、 Types and overall distribution of Chinese character component errors among non Chinese character circle Chinese learners

Based on the established database, Chinese character errors are divided into two categories: typos and typos, with typos further subdivided into stroke errors and component errors. Component errors are specifically classified into five types: component mixing (B1), component loss (B2), component addition (B3), component blurring (B4), and component drift (B5). The research focus is on component errors, namely Class B. Through statistical analysis, component mixing (B1) is the most common type of error among non Chinese character circle Chinese language learners, while component loss and increase are relatively small.

3、 Analysis of the overall characteristics and causes of component errors among non Chinese character circle Chinese learners

Analyzed the types of errors and reasons that non Chinese character circle Chinese learners make in learning Chinese character components. The main manifestation of component shape deviation is component mixing and component ambiguity, among which component mixing is the most common type of deviation, due to the characteristics of Chinese characters themselves, learners' use of analogy, negative transfer of mother tongue, etc. The error in the number of components can be divided into component loss and component increase, which may be related to learner memory bias, Chinese character context influence, etc. The main manifestation of component relationship position deviation is component drift, which may be related to learners' insufficient understanding of Chinese character structure, insufficient emphasis on component position in teaching, and negative transfer of mother tongue.

4、 Types and development of component errors among non Chinese character circle Chinese learners with different levels of Chinese language proficiency

Through statistical analysis, this study explores the characteristics and development of Chinese character component errors among non Chinese character circle Chinese learners with different levels of Chinese proficiency. The most common type of error among beginner level learners is component mixing, followed by component drift and component ambiguity, indicating insufficient mastery of component configuration and combination relationships. Intermediate level learners still mainly have mixed components, but component ambiguity has risen to the second position and component drift has dropped to the third position, indicating a strengthened grasp of component combination relationships. Advanced level learners still have component mixing as the main type of bias, but the proportion has decreased. The frequency of component drift and component ambiguity is similar, and the high rate of component ambiguity may be related to the bias identification criteria. The relative error rate of component types among learners at all levels shows a stable downward trend, and the relative error rate of mixed components at all levels ranks first. With the improvement of Chinese language proficiency, learners' mastery of Chinese character component shapes is getting better and better. The relative error rates of component addition and component loss are distributed relatively low at various levels, which may be related to learners' understanding of Chinese character recognition patterns. The relative error rate of component loss gradually decreases with the improvement of Chinese proficiency, and there is a slight rebound in component increase during the transition from intermediate to advanced levels. The relative error rates of component ambiguity and component drift account for a certain proportion in various levels, and the decrease is not significant as the level increases. The development trend of component drift error roughly follows the law of gradually decreasing with the increase of Chinese proficiency.

5、 Teaching Strategies for Chinese Character Components for Non Chinese Character Circle Chinese Language Learners

Proposed teaching strategies to address Chinese character component errors among non Chinese character circle learners. Firstly, it is recommended to integrate Chinese character teaching throughout the entire process of learners' Chinese language learning, in stages. In the primary stage, commonly used characters and unique characters should be learned, while in the intermediate to advanced stages, courses on the motivation, structure, and cultural significance of Chinese characters should be added. Secondly, emphasis should be placed on strengthening the classification teaching of ideograms and phonetic symbols, and utilizing the rules of Chinese characters to cultivate learners' systematic cognitive ability towards ideograms and phonetic symbols. Thirdly, it is advocated to instill knowledge of Chinese character structure diagrams in learners and improve their familiarity with the structural relationships of Chinese character components through training. Finally, it is recommended to strengthen the comparison between learners' mother tongue letters and Chinese characters to reduce errors caused by negative transfer of mother tongue.

6、 Summary

This chapter summarizes five types of Chinese character component errors among non Chinese character circle Chinese learners: component mixing, component loss, component addition, component ambiguity, and component drift. Analyzed the biased features, including shape, quantity, and positional relationships. Explored the reasons for errors, including the characteristics of Chinese characters, subjective factors of learners, negative transfer of mother tongue, and teaching issues. Pointing out that component mixing errors decrease with the improvement of learners' Chinese proficiency. Propose teaching suggestions, such as phased teaching, strengthening the teaching of semantic and phonetic symbols, imparting knowledge of Chinese character structure diagrams, and comparing native languages. At the same time, it is pointed out that there are shortcomings in research, such as insufficient scientific classification methods and inconsistent criteria for identifying errors.