Study On The Teaching Of Perfect Homonyms Based On The Chinese Proficiency Grading Standards For International Chinese Language Education

In teaching Chinese as a foreign language,the teaching of language elements is fundamental,including the teaching of Chinese phonetics,vocabulary,grammar and Chinese characters,of which vocabulary teaching occupies a rather important position.On 24 March 2021,the Chinese Language Proficiency Standards for International Chinese Language Education(hereinafter referred to as Grading Standards)was released by State Language Commission of the People’s Republic of China and officially implemented on 1 July of that year.It is not only used to guide the learning,teaching,testing and assessment of international Chinese language education,but is also an important reference for the design of classroom teaching in all types of schools of international Chinese language education.The perfect homonyms included in this standard vocabulary list are an important reference for teaching the perfect homonyms in Chinese as a foreign language in the future.This article takes the perfect homonyms as the object of study,and carries out research on the teaching of perfect homonyms based on the vocabulary inclusion and grading arrangement of the Grading Standards,including the statistics and analysis of perfect homonyms in the Grading Standards and the Comprehensive Series of Developing Chinese,and the survey and analysis of learners’ learning of the perfect homonyms.This paper takes the perfect homonyms as the object of study,summarizes the ontological research on the perfect homonyms and the current status of international Chinese research,and gives an overview of the perfect homonyms.On this basis,firstly,statistical and comparative analyses are used to examine the number and grade distribution of the perfect homonyms included in the Grading Standards and the Comprehensive Series of Developing Chinese,and it is found that there are differences in the number of words and the arrangement of vocabulary grades.Secondly,a test questionnaire was developed to investigate the acquisition of the perfect homonyms in the Comprehensive Series of Developing Chinese by international students in China at different levels and interviews were conducted with three international Chinese teachers.According to the questionnaires and interviews with teachers,most international students cannot distinguish between the perfect homonyms and polysyllabic words,teachers do not pay enough attention to the perfect homonyms,and students are not motivated to learn the perfect homonyms.In view of these problems,this paper makes suggestions for the inclusion of the perfect homonyms in the Grading Standards,the development of a glossary of the perfect homonyms and the development of a toolkit;it also makes specific suggestions for improving the inclusion of the perfect homonyms in the textbook,the way of marking,and the setting of the perfect homonyms practice questions;in particular,it makes suggestions for optimizing the textbook from the perspectives of teachers and learners.Then,based on the Grading Standards,the six perfect homonyms in the Comprehensive Series of Developing Chinese were selected for teaching design.Series of Developing Chinese were selected for teaching design.Finally,the research content and conclusions of this paper are collated and summarized,with particular reference to the innovations and shortcomings of this study.