Analysis Of The Errors Of Homophones In Primary TCFL

Vocabulary teaching has always been the emphasis and difficulty in teaching Chinese as a foreign language,homophones is also a kind of common phenomenon that exist in all languages.Because of homophones voice the same form,in the process of students learning Chinese will cause great distress,in addition the special and complex homophones itself makes it become a big difficulty in the process of students learning Chinese.The research on homophones has achieved a lot,but in the field of Chinese as a foreign language,on the teaching of homophones research is still relatively weak,especially the teaching of special-shaped homophones.So in this paper,on the basis of the combination of homophones ontology research for primary homophones in teaching Chinese as a foreign language is detailed statistics,combined with the errors made by students homophones in the corpus,explore the causes of errors when students acquisition homophones,and based on this,advances concrete special-shaped homophones of teaching method,hoped to provide reference for the teaching of homophones in the primary teaching of Chinese as a foreign language.On the basis of previous studies,this paper defines homophones to be studied,and briefly summarized the classification and source of homophones,finally confirmed in this paper,the homonym studied are homophones with identical phonetic forms(including single syllable and double syllables homophones),strictly speaking,speech form refers to the same initials finals and tones are same exactly.Research methods used in this paper have quantitative analysis method,comparative method and questionnaire method.Through the development of the Chinese elementary synthesis of the two books and Chinese vocabulary and Chinese characters in the grade outline of the homophones a and b detailed statistics,And make comparative analysis,check the consistency of the homophones included.It is found that the collection of homophones in the textbook and outline is basically the same.However,there are relatively few homophones in the textbook,and all are monosyllabic homophones.In addition,some homophones have few errors,so in order to ensure the accuracy and pertinence of the article,selects the homophones co-existing in the textbook and outline,and selected students prone to errors in the outline ofseveral groups of double syllable homophones,combines the condition of the errors made by students in the corpus,determine the final object of study in this paper.Homophones errors of students this paper will be divided into the single syllable homophones errors and double syllable homophones errors,and further monosyllabic homophones errors according to the meaning and shape of whether have connection,divided into four categories,nearly form nearly meaning,nearly spelling are special-meaning,different shapes but similar meanings and different forms have different meanings.Double syllable homophones further classified according to whether have the same morpheme,found that the primary stage,the students are mainly exposed to disyllabic homophones with the same morpheme,and in small quantities.Finally,based on the error corpus of foreign students,expand error analysis,and discuss the reasons for errors in foreign students’ acquisition of words in the primary stage in categories.In view of the reasons for errors of foreign students’ acquisition of homophones,and propose relevant teaching suggestions and specific teaching methods of Chinese as a foreign language.