Acomparative Study Of Chinese And Korean Homographs And Teaching Strategies

Since ancient times,China and South Korea have maintained close ties,especially in terms of language.As early as in the 2nd century BC,when Emperor Wu of the Western Han Dynasty established four counties in Korea,Chinese characters were gradually introduced into Korea.Therefore,South Korea has become the country with the longest history of language and culture exchange with China.According to statistics,Chinese characters account for more than 50%of Korean vocabulary,while Chinese and Korean homographs account for a very large proportion of Chinese characters.Because there are a large number of Chinese and Korean homographs in Chinese vocabulary,Korean students will learn Chinese faster and have more advantages than students in non Chinese cultural circle countries.Of course,because of this advantage,Korean students tend to ignore the differences between Chinese and Korean homographs,resulting in inaccurate expression.The differences are easy to disturb Korean students and cause negative transfer.In order to solve this problem,this paper selects the disyllabic words in the Chinese textbook "Chinese 2" which is widely used in Korean high schools,and makes a comparative analysis of the Chinese and Korean homographs in order to find out the methods that are conducive to Korean students'learning of Chinese and Korean homographs.This paper is divided into five parts.The first chapter is the introduction,which mainly introduces the basis,significance and research methods of this paper.At the same time,it summarizes the previous studies on Chinese and Korean homographs,and puts forward its own views on the research results.The second chapter is the ontological study,which divides Chinese and Korean homographs into two categories:homographs and synonyms;homographs and synonyms.According to these two types,this paper makes a comparative analysis of Chinese and Korean homographs in Chinese 2.In Chapter 3 and Chapter 4,through the questionnaire survey of Korean high school students on Chinese and Korean homographs,this paper analyzes the errors of Korean students in the questionnaire,and summarizes the types and causes of errors combined with HSK dynamic composition corpus,so as to provide a reasonable teaching method and specific teaching design.Chapter 5 is the conclusion part,which summarizes the main content of this paper,and expounds the shortcomings.