A Corpus-based Multi-analysis On The Types Of Erroneous Characters Made By Primary And Middle School Students

Literacy teaching in china elementary education, being a topic of general interest and an issue of difficulty, have always been paid much attention to .Although many disciplines such as pedagogy, cognitive linguistics, cognitive psychology, Chinese word philology, etc. have explored a lot into the literacy education of the primary and middle school students from different angles respectively, there are still many problems ,for instance, single teaching methods, low literacy efficiency ,humble literally quality, and the phenomenon of erroneous characters in handwriting and character using especially. Those problems will affect not only the Chinese characters proficiency of primary and middle school students, but also their cognition of mother tongue and development of Chinese philology.The erroneous character may reflect not only the difficulty encountered by learners in the learning process, but also the problem and shortcomings in the learners in the learning methods, teaching methods, and teaching materials. In view of that, I have carried a large-scale and systematic investigation into the erroneous character of primary and middle school students. I have tried to make persuasive explanations Through statically analysis on the erroneous characters of each stage and cause of formation on the aspects of teaching methods, cognitive psychology, the feature of Chinese characters, etc. so as to acknowledge the scientific strategies of literacy teaching, which are more fit for scientific the primary and middle school students.This research topic is based on the corpus, in which the data is quoted from the corpus of language errors made by primary and middle school students which was founded under the guide of professorâ–¡from the Chinese department of L university .The corpus was founded through collecting the language errors in the school assignment, composition, week-diary, daily-diary, test paper, etc. of primary middle school students. This essay focusing on the part of erroneous character in the corpus, select 2875 erroneous of high-frequency as the object, from more than 30000. On the basis of quantitative statistics on the erroneous character of various kinds in the corpus,I analysed qualitively on the erroneous characters made by primary and middle school students; And I find the features of erroneous character made in the lower primary grades, higher primary grades, and the middle school stage from a diachronic way, and individuality analysis on features of erroneous characters of erroneous characters of each stage, then I acknowledged further the erroneous situation and dynamic changes of each stage.First,we have calssified the erroneous character.Erroneous character can be calssified into 3 major types:A(wrong strokes)B(wrong components),C(mispronounced and irregular characters) with the proportion of 6.08 percent,15.30 percent,and 78.60 percent respectively.Thus the mispronounced characters occupy the mainstream of erroneous character made by primary and middle school students.After the major type classification, we then divide the erroneous characters made by primary and middle school students into 13 major types.And we can also find the difference among them is significant through the classified quantitative analysis.In view of the classified statistics on group A (wrong strokes) and group B (wrong components) of wrongly written characters, the errors in B is far more than that in A. So it is quite important to strengthen the components teaching.Secondly,we have study the erroneous character of each stage.According to the cognitive statistics on the erroneous characters of each stage ,I find gradually decrease as the grade going up, the wrongly written characters gradually decrease and mispronounced and irregular ones increase, which indicates the proportion of glyph error made by lower grades is bigger than that by higher grades, so that glyph teaching of lower grades should be more important; when it comes to the stage of higher grades, the proportion of mispronounced characters increases with a knowledge of more character and the interaction among the glyph, pronunciation and meaning, therefore, more emphasis should be put on the Chinese principle character teaching which stresses the glyph meaning relation and glyph-pronunciation relation . I find that, general speaking, the phenomenon of erroneous characters made by primary and middle school students is not balanced, from the study on erroneous characters of each kind. In our work we must differentiate what is primary from what is secondary and suit the remedy to the right case, so as to better raise the quality and efficiency of literacy teaching by absorbing the achievements in cognitive psychology, pedagogy, Chinese character philology, etc. At the end, the paper proposes appropriate countermeasures,in terms of the facors which can affect the literally teaching.This essay possesses the authenticity close to the Chinese character learning of primary and middle school students by analyzing statistically on the basis of corpus and investigating the actual material; It obtains a lot of data through the material analysis, which is of a certain reference value for the draft of teaching syllabus ,the development of teaching material, and the practice of literally teaching.