Research On Teaching Chinese As A Foreign Language In The Form Of Chinese Homophones

Homoform is an important part of teaching Chinese as a foreign language.Many scholars have studied related issues and achieved results,but in general,there are still few studies,especially zuo(?)and zuo(?),fanying(??)and fanying(??).zuo(?)and zuo(?),fanying(??)and fanying(??)are important contents of Chinese learning for foreign students,but they often make various errors in their use.Based on the corpus of HSK Dynamic Composition Corpus,this paper analyzes the errors in the use of homoform by foreign students,and compares the differences in the difficulty of acquiring homoform.On this basis,the teaching strategies of homoform in TCSL are put forward.This paper takes"kuo"and"zuo","reaction"and"reflection"as examples,through the statistics of the two groups of homoform in HSK Dynamic Composition Corpus.By analyzing the corpus of zuo(?)and zuo(?),fanying(??)and fanying(??)in HSK dynamic composition corpus,the author finds that the error rate of zuo(?)and zuo(?),fanying(??)and fanying(??)is 5.5%,7.8%,14.2%and 13.4%respectively.In addition,the author also analyzes the reasons for the easy confusion between the two groups of the same words from the structure,the grammatical function and the language.On this basis,this paper discusses the difficulty differences in the acquisition of homoform by foreign students from four aspects:the number of syllables,the number of senses,the similarity of senses and the frequency of use.Finally,from the perspective of TCSL teachers and second language learners,this paper puts forward some teaching suggestions on TCSL homoform.Second language learners can acquire homoform by means of intentional memorization,continuous repetition,comparative analysis and conscious practice.Teachers of TCSL can use situational teaching method,morpheme analysis method,semantic induction method and culture introduction method to teach homoform.In the process of Chinese learning,the second language learner is the main body,and the teacher of Chinese as a foreign language is the guide and helper.With the joint efforts of the two,the foreign students can better acquire homophones and promote the development of the teaching of homoform in the second language.