Abstract
This study aims at exploring the effects of implementing Chinese calligraphy curriculum for CSL learners of non-Chinese-character background. The research data consist of classroom observations, learners interviews, learners’ writing samples including calligraphy and characters written with regular pens, and researcher instructor’s field notes.
The pre-test indicates that, before the implementing of calligraphy curriculum, the learners of non-Chinese-character background were unstable and inconsistent in forming the strokes and the structures of Chinese characters. Furthermore, they did not have the concept and the principles of Chinese characters stroke order.
The major findings of this 11-hour action research show that all the 5 learners of non-Chinese-character background have improved both in forming the strokes and the structures, and the principles of stroke order. The study also suggests based on the research data, several effective ways for the planning and the strategies of implementing calligraphy curriculum into character learning for non-Chinese-character background learners.
