对母语文字是拼音文字的欧美学生来说，汉字一直是学习的难题。形声字在现代汉字中占绝大多数，也是对外汉字教学的重点。学生在初级阶段对形声字的学习效果会直接影响他们对汉字的掌握。本文以初级汉语水平欧美学生为考察对象，试图从两个方面对其形声字的习得情况进行研究：一，对初级汉语水平欧美学生期中、期末考试试卷中出现的形声字偏误进行分析统计，并由此分析形声字形符和声符的习得过程；二，通过问卷调查考察学生对形声字、形符和声符的认识，并了解北京师范大学汉语文化学院老师在形声字教学方面的情况。在对初级汉语水平欧美学生试卷上的形声字进行偏误分析后，我们发现形符缺失、形符改换、形符误增、义近形符的替换是形符方面的主要偏误类型。通过对形符偏误在各个阶段出现的类型及数量、比例的统计分析，我们认为在留学生初学汉字2—4个月时，形符意识尚未显现或并不明显；到6个月时，形符意识开始比较明显；8个月左右的时候，形符的意识进一步地提高，但没有达到熟练掌握的地步。声符方面的偏误主要是声符的缺失和声符的改换。通过分析，我们认为，在留学生初学汉字2—4个月时，声符意识尚未显现；到6个月时，声符意识可能开始出现；在8个月左右的时候，学生已经有较明确的声符意识。在对初级汉语水平欧美学生的问卷调查中，我们发现100水平（学习汉语2—4个月）学生的形声字意识还比较薄弱，到了101水平（学习汉语6—8个月）时，学生的形符和声符意识开始明显地表现出来，但对形声字的知识掌握仍然不够准确，对形符和声符的重要性也没有完全了解。这与偏误分析的结果是较一致的。通过问卷我们得知，学生的形声字知识多来自他们来北师大以前的汉语教师，北京师范大学汉语文化学院教师对形声字相关知识的讲授较少。通过以上研究，本文针对初级汉语水平欧美学生的形声字教学提出了一系列建议。根据偏误分析的结果，我们提出在初级阶段教师应该重视笔画教学、对形符和声符的教学要注意系统性和阶段性、重视字音线索对欧美学生的影响、避免形声字使用策略的泛化、帮助学生分清形符义与字义、词义的区别、关注个别学生集中出现的偏误；根据问卷调查的结果，我们提出教师应树立重视形声字教学的意识、教师应提高自身的汉字学修养和汉字教学能力。

Learning Chinese character has been well known to be a very arduous task for European and American students, whose native language is characteristic of alphabetic writing compared that Chinese is a kind of hieroglyphic writing. And phonogram, which occupies a considerable proportion of the Chinese characters, is also the first priority of Chinese character teaching. The effect of learning phonogram will influence how the students can master Chinese character.In regard to this, my research focuse on the phonogram acquisition of elementary American and European students and this research is mainly composed of two parts . The first part is aimed at analyzing the errors which in the midterm exams and the final exams, and from it we can learn the process of acquisition. The other part is that, with the help of a questionnaire survey , we can know about both the acquisition situation of the European and American students and the teaching of Beijing Normal University teachers on phonogram. Base on analyzing the exams in details, we can group these errors of semantic radicals into several types: lose the semantic radicals、change the semantic radicals、add semantic radicals、substitute similar meaning semantic radicals for it . A further analysis shows that the awareness of semantic radicals of foreign students is still not obvious when the study time is just 2-4 months and begins to appear when the time is up to 6 months. After 8 months study, the awareness of semantic radicals is become much stronger,but still can not completely control it. On the other hand, the errors of phonetic radicals are mainly two types:lose the phonetic radicals、change the phonetic radicals. By investigating these carefully, the learning of phonetic radicals is comparable with semantic radicals after 2-4 months study, and has a higher possibility to arise after 6 months study. Finally, the 8-month study can help the students obtain obvious awareness of phonetic radicals.We conducted one sample questionnaire survey of the European and American students, and we found that the awareness of semantic radicals and phonetic radicals is weak at 100-level (2-4 months study) and become stronger at 101 level (6-8 months study). However, some of the 101-level students still cannot master the knowledge of phonogram exactly, and even can not understand the importance of semantic radicals and phonetic radicals .These findings coincide with the errors analyze results. In addition, we also found that the students learned fewer phonogram knowledge from Beijing Normal University teachers, in contrast with more from other teachers before.Base on the rearch,we give some suggestions for the phonogram teaching of elementary American and European students.According to the result of error analyze,we suggest that teacher should pay attention to strokes of Chinese character, and the systematicness and phrases of the phonogram knowledge,and we also should ues the sound clues to help European and American students.At the same time,we should avoid the students generalize the phonogram knowledge,and pay attention to the students who have many errors of the same type.According to the questionnaire survey,we suggest teacher should have the awareness of teaching phonogram,and they should enrich their knowledge of Chinese character and improve their teaching ability.