Error Analyses Of The Sounds And Forms In CEEC And Their Teaching Strategies: A Corpus Perspective

The recognition and application concerning Chinese words’sounds and forms are the focus of CEEC (College Entrance Examination of China) as well as one of the dominant ways to test how well the examinees grasp the fundamental concepts of Chinese. Therefore, over a long span of time, a lot of researches have been conducted on the examination types of Chinese characters and the corresponding teaching strategies, and some striking founding is available now, and it’s good for both the teachers and students to have a sound knowledge of the error types, reasons and strategies of Chinese words to be tested. However, there exists a systematic deviance of the researches concerning the reasons and strategies of the errors appearing in the papers of CEEC. For example, some researches is limited to psychology, and others to the correlation between teaching methods and the error types. Obviously a scientific and systematic form of research is called for. The present dissertation, from the standpoint of corpus linguistics, by way of a combination of quality and quantity, comparison and contrast, literature investigation and questionnaires, systematically explores the focus, field, patterns, distribution and tendency of Chinese characters’sounds and forms in CEEC, especially those extracted from 2005-2009 papers. And based on a relatively comprehensive description and investigation, we try to classify the errors in CEEC and tentatively explain why these errors have occurred. It’s clearly demonstrated that these errors are predominantly concerned with the 2500 frequently-used Chinese words and the 1000 secondly commonly-used Chinese words, most of which are included in the List of General Modern Chinese, the Standard Sounds of Chinese Homophones and the Chinese Homographs (the first draft). And the errors encountered in CEEC papers put light on learners’cognition difficulty, their problems in learning strategies and the teaching methods, which serve as the foundation of our further statistical analyses of the application and recognition among the examinees. The present dissertation, after setting up a error corpus and analyzing the statistics, systematically probes into the types, reasons and current situations of the recognition of the sounds and forms of Chinese words. Last but not the least, we explore a more practical and efficient strategy in high middle school’s Chinese word teaching with the aim of combing both the teachers’guiding roles and the students’acting ones, and promoting the students’linguistic ability in modern Chinese communicating based on the systematic analyses of the recognition of word errors in CEEC.