The Teaching Study On Homophones With Similar Characters In The International Curriculum For Chinese Language Education

As China's international status has constantly improved,the Chinese boom has swept the whole world.More and more people begin to be fond of Chinese and want to learn that language but those Chinese learners are terrified by the sight of Chinese characters.The teaching on Chinese character is the key as well as the difficulty in teaching Chinese as a foreign language;the homophone with the similar characters is error-prone type of Chinese characters for overseas students.However,there are few specialized teaching studies on that type of Chinese characters.Therefore,the study on that aspect needs to be strengthened so that overseas students' errors on homophones with similar characters can be reduced.This study is on the theoretical basis of Contrastive Analysis Hypothesis and Internal Outline Acquisition Order Hypothesis and adopts the Analytic Induction,Observational Class Practice and Questionnaire Survey Methods.It takes 2500 commonly used Chinese characters in Chinese character table in the International Curriculum for Chinese Language Education(Revised Edition)as the study object,carries on the statistical analysis towards those characters and sorts out 756 homophones with similar characters in 336 groups;then based on the HSK dynamic corpus,this study sorts out the frequencies of usage,error and wrongly written or mispronounced characters on those homophones with similar characters and statistically works out the wrongly written or mispronounced word rate,editing them into a table.According to that edited table,this study analyzes overseas students' acquisition on homophones with similar characters,sums up the objective factors leading to errors and puts forward the special teaching method on homophones with similar characters.In addition,this study takes a pair of homophones with similar characters,“?” and “?”,as an example to design a teaching plan and carry out a teaching practice then test teaching the effects and reflect on the results according to the questionnaire filled in by students after class.This study on the basis of the commonly used Chinese character table in the International Curriculum for Chinese Language Education compiles the table on homophones with similar characters and makes detailed annotations for the level of each word and then comes to a conclusion that homophones with similar characters account for a larger proportion in the commonly used Chinese characters;the higher the level is,the more the number of homophone with similar characters are.The statistics to homophones with similar characters in HSK dynamic corpus finds that 19.44% of homophones with similar characters have nearly 80% of wrongly written or mispronounced words rate and with the constant improvement of the level of homophones with similar characters,the situation that the rate for wrongly written or mispronounced word' rate ?50% is also increased;but the total number of the junior and middle levels' wrongly written or mispronounced word's rate ?50% for homophones with similar characters percentage in the same level is almost the same with the senior level.The above investigation and analysis shows: the common seen attribute,the complexity,the glyph similarity and the meaning similarity of Chinese characters are three important factors leading to errors toward the acquisition on homophones with similar characters;adopting the teaching method of the word formative principles,the induction and the unified teaching on sound,form,and meaning of the word can effectively reduce the rate for wrongly written or mispronounced words on homophones with similar characters.The teacher should pay attention to the teaching of the homonyms with similar characters in each level so as to avoid the occurrence of the phenomenon only teaching homophones with similar characters in senior level.