Research On Commonly Used Chinese Homophones And Teaching Suggestions

Homonyms are words with the same phonetic expression and writing style but no connection in meaning.These words are easy to be confused and misused by foreign students,which has always been a major difficulty to be overcome in foreign vocabulary teaching.This thesis takes homonyms as the research object,studies the interpretation of homonyms from both dynamic and static aspects,and redefines the interpretation of textbooks in order to provide new ideas for teaching homonyms in terms of interpretation,so our study can help Chinese learners better grasp the meaning of the words,improve the accuracy of words,and then improve their Chinese proficiency.The thesis is made up of five parts:The first part mainly introduces the purpose and significance of the research objects and methods as well as the current research status,which lays the foundation for the follow-up research in this paper.The second part mainly discusses the ontology knowledge of homonyms and the method of selecting the research objects of this article.This chapter mainly discusses the ontology knowledge of homonyms from four perspectives: the definition and source of homophones,their functions,and the discrimination with polysemous words.On this basis,we take the Modern Chinese Dictionary(7th Edition)as the standard and make statistical analysis of Homonyms in Syllables and Chinese Characters for International Education of Chinese(hereinafter referred to as grading),Chinese Level Vocabulary and Chinese Character Grading Outline(hereinafter referred to as Chinese level outline)and New HSK Vocabulary Grading Outline(hereinafter referred to as HSK grading outline).The third part mainly analyzes the errors of foreign students’ acquisition of homonyms.In this chapter,twenty commonly used homonyms in the three homonyms lists above are the research objects.Based on the questionnaire and the errors of homonyms in the HSK dynamic corpus,the present rules and deviations of the meanings of the selected homonyms are analyzed.The reason for the error.The fourth part mainly discusses the interpretation status of homonyms in commonly used textbooks.On this basis,redefine the selected homonyms,and select one commonly used homonyms for teaching plan design.The fifth part proposes some teaching suggestions for homonyms from the perspectives of Chinese teachers,Chinese classrooms and Chinese learners.