AN INTERDISCIPLINARY THEORETICAL FRAMEWORK FOR APPLYING CHINESE CALLIGRAPHY IN TEACHING CHINESE CHARACTERS

Abstract

This paper constructs a theoretical framework for the application of Chinese calligraphy in teaching Chinese
characters as a foreign language. Based on the observation that learners encounter significant difficulties and
common errors in writing Chinese characters, the study synthesizes and analyzes relevant literature to clarify
the close relationship between calligraphy and the Chinese writing system. The paper systematically introduces
the formation principles of Chinese characters (Six Scripts – Liushu), structural components (strokes and stroke
order), and three core principles of calligraphy꞉ brush techniques, character structure, and composition. On this
basis, it proposes the application of these principles as intuitive and logical tools to support learners in
understanding structure, improving retention, and producing more accurate and aesthetically refined writing. A
key contribution of this study lies in connecting calligraphic principles with contemporary second language
acquisition theories. The findings suggest that calligraphy functions not only as an art form but also as an
effective multisensory pedagogical approach that enhances cognitive processing, strengthens motor memory,
and increases learner motivation. This theoretical framework provides a foundation for future empirical
research and the development of calligraphy‑integrated curricula in Chinese language education.