A Study Of Double Syllable Homonyms Of TCSL

Vocabulary is the basic element of language,and vocabulary learning is one of the important parts of language learning.In the teaching of Chinese as a foreign language,disyllabic homophones are difficult for foreign students to master.Students always make mistakes due to characteristics of these words.Discuss the characteristics of double syllable homonyms,the current situation of foreign students’ errors,and the teaching situation of double syllable homonyms in the syllabus,textbooks,and teachers’ process which can help optimize the content and methods of double syllable homonyms teaching,and try to meet the needs of foreign students for learning Chinese vocabulary.We select the disyllabic homophones from the vocabularies of three important outlines.Then we analyze these words qualitatively,quantitatively and comparatively.This article investigates the misused corpus of the double-syllable homonyms and sort out types and general causes of errors.The causes of the errors are mainly vocabulary difficulties,glyphs and word meanings.They are difficult to distinguish.Foreign students are unfamiliar with fixed vocabulary collocation,and the common usage rate and recurrence rate of different morphemes in two-syllable homophones are different.Then we examine the instruction,arrangement and setting of the related syllabus,textbook "Chinese Course" and the teaching of disyllabic homophones in teachers’ process and find some problems.Based on the in-depth investigation of the foreign students’ corpus of errors and the sufficient analysis of the outlines,textbooks,teaching process,this article puts forward some countermeasures and suggestions for the formulation of the outlines,the compilation of teaching materials,the teaching of teachers and the acquisition of students.Firstly,suggestions on formulating the outlines.Since there is no content related to disyllabic homophones in the current teaching requirements,we can try to increase the teaching requirements and language knowledge related to disyllabic homophones;add the collection of homomorphic homophones in the outline vocabulary and adjust the disyllabic words,distribution of homophones and addition of related vocabularies,etc.Secondly,suggestions on the compilation of teaching materials.In "Chinese Course",the number of two-syllable homophones can be appropriately increased,marked,and their reproducibility increased.At the same time,the analysis and practice of two-syllable homophones in the exercises can be increased.Thirdly,suggestions on teachers’ process.For teachers’ themselves,it is necessary to psychologically pay attention to disyllabic homophones,improve their reproducibility in the classes and add related fixed collocations;grasp the learning characteristics of students at different stages and use targeted teaching methods according to the characteristics of disyllabic homophones.Also focus on bi-syllable homophones with more bidirectional errors.In terms of teachers guiding students,teachers need to guide students to pay attention to the study of two-syllable homophones,and should not be afraid of making mistakes,practicing more.At the same time,teachers should guide students to find their own suitable learning methods.