A Study On The Biased Errors In Chinese Vocabulary Acquisition By Myanmar Ethnic Chinese Children

As a part of the teaching of Chinese in the world,ethnic Chinese teaching cannot be ignored in the teaching of international Chinese.In order to try to explore the types of biases in the use of words by ethnic Chinese students in Myanmar and analyze the causes of their biases,and further understand the learning of Chinese vocabulary by ethnic Chinese children,this paper collects and sorts out the corpus of word acquisition bias from the actual teaching activities of ethnic Chinese children in Myanmar international education center,and then classifies them by bias,and proposes corresponding teaching principles and teaching strategies through specific statistical analysis.The full text is divided into four chapters:The first chapter mainly introduces the research background and significance,corpus sources,research objects and methods,it also expounds the existing errors in vocabulary acquisition and the research situation of Chinese as a second language vocabulary teaching in the past 20 years.In the second chapter,the author classifies the collected errors,lists the classification of common error types,and this paper classifies the types of errors in ethnic Chinese children’s vocabulary acquisition.This paper divides the collected errors into the following six types: word meaning errors,self-made word bias,grammatical errors,sentence meaning errors,cognitive errors,confusable word misuse bias,and gives examples combined with the classification of error types.The third chapter makes statistics on the collected errors.The statistical items include parts of speech,types of errors,language communication ability,types and frequencies of errors.Make a systematic analysis of the statistical data results and draw the corresponding conclusions.The fourth chapter puts forward five teaching principles based on the results of statistics and analysis: The first is to establish the principle of vocabulary teaching integration around the teaching materials,the second is to construct a children’s psychological dictionary and improve the principle of vocabulary internalization,the third is to adopt the teaching principle of combining dispersion and concentration,and the fourth is to extract and construct the "construction-chunk" teaching principle,The fifth is to improve the teaching principles of vocabulary and context integration.Based on the learning situation of ethnic Chinese children in Myanmar,Four vocabulary teaching strategies are formulated: The first is the simultaneous practice of word meaning and usage and the prefabrication of errors.The second is to strengthen the teaching of idiomatic phrases,idiomatic collocations and construction-chunk integration.Multi-style opening exercises for children.The above teaching principles and teaching strategies can not only effectively improve the Chinese proficiency of ethnic Chinese children,but also contribute to the development of Chinese education in Myanmar,and are also of great significance to the teaching of ethnic Chinese children’s vocabulary.