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Second grade elementary school students were used as research targets in this study, and the researcher played at the same time the role of the teacher. Three teaching methods of “verse teaching method”, “picture-text teaching method” and “story teaching method” in “semantic-phontic compounds pedagogy” will be adopted to be applied in the misused character recognition teaching in Mandarin course of language field to study the effectiveness of semantic-phontic compounds pedagogy in enhancing the recognition learning of second grade elementary school student and in enhancing the misused character recognition capability of second grade elementary school students. After a series of teaching implementation process, classroom observation, teaching thought, filling of survey questionnaire and learning form and data analysis, the obtained research results were as follows: 1 The implementation of “semantic-phontic compounds pedagogy” was helpful in enhancing the interest of learning the distinguishing of misused character by the second grade elementary school student. 2 The implementation of “semantic-phontic compounds pedagogy” indeed was effective for the second grade elementary student in the capability of recognizing misused character. 3 After the teacher has implemented “semantic-phontic compounds pedagogy”, teacher’s capability in the teaching of recognizing misused character can obtain positive change and growth.
Key words: semantic-phontic compounds pedagogy, second grade in elementary school, misused character recognition
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