The Study Of Chinese Character Recognition Errors Of Medium-Chinese-Leveled Korean Students

The thesis has a longitudinal study of a Korean people reading Chinese who studies Chinese and works in Guangzhou about half a year,minutely recording and analyzing mistakes that the student makes in the process of reading,then surveying on the basis of the case study.The reading material of the case study is texts of the ShortTerm Spoken Chinese(Pre-Intermediate).The student reads two lessons each time as required,amounting to 10 times and 160 minutes.After each recording,I look at the text while listening to the tape,writing down mistakes that the student makes in the process of reading,then organizing and printing out the wrong words.Next time,the student provides the phonetic notation for the wrong words,and translates them and sentences that the wrong words locate with Korean before recording.Having finished the previous work,I analyze the types and reasons that the student reads and recognizes mistakenly,finding out approximately eight types as follows: reading similar characters mistakenly;reading polyphones mistakenly;reading those characters that are increased or reduced morphemes;only reading one component and cutting out some components;reading pictophonetic characters mistakenly because of generalizing phonetic elements;mistakenly reading characters for mother tongue plays a negative role;mistakenly reading characters affected by two morphemes;mistakenly reading characters related in meaning.Analyzing the relationship of incorrect read,phonetic notation and translation,we have four cases as follows:Reading,phonetic notation,and translation are all incorrect;Reading and phonetic notation are incorrect,but translation is correct;Phonetic notation is correct,but read and translation are incorrect;Read is incorrect,but phonetic notation and translation are correct.We have a survey on the basis of the case study.According to the survey,students are more likely to suffer the impact of similar characters,reducing morphemes,two morphemes than increasing morphemes,mother tongue,polyphones.Having analyzed the understanding of the word and phrase affected by the context,we have a conclusion: the accuracy that students understand the meaning of “tremendous difference”,“thought”,“giving it back” and “conservative” is higher than other words in context in the Short-Term Spoken Chinese(Pre-Intermediate).The thesis summarizes the common phenomenon of incorrectly reading characters and the influence that the context have an impact on understanding words and phrases,hoping to have reference value to teaching Chinese as a second language.