Error Analysis And Teaching Strategies Of "胜" And "赢" For Foreign Students Based On Corpus

The paper takes the synonyms “胜” and “赢” as the research object,using corpus collection,error analysis,comparative analysis and other methods,makes statistics on the errors of “胜” and “赢” of international students in the corpus,examines their ontology knowledge,analyzes the reasons for the errors,and puts forward relevant teaching suggestions in order to better improve the teaching of synonyms in Chinese as a foreign language.Firstly,based on the corpus,the paper lists a total of 84 errors that occur when international students acquire “胜” and “赢”,and classify and explore ontology knowledge according to the types of errors such as writing,semantic,grammatical and pragmatic errors.From the perspective of Chinese characters,“胜” and “赢” are both phonetic characters.From semantic perspective,“胜” and “赢” both mean victory.“赢” appeared relatively late,starting to appear in the middle of the Tang Dynasty.From the perspective of grammar,“胜” and “赢” can be used as predicate,attribute,object and subject.The word formation ability of “胜” is stronger than “赢”,and the collocation object is also more than“赢”.From pragmatic perspective,“胜” is mostly used in written language,while “赢” is mostly used in spoken language.Then,the article analyzes that students’ writing errors are mainly due to the large number of strokes,complex glyphs,fewer syllables and more homophone characters.And Chinese characters are ideographic characters,there are a large number of shaped characters.Students lack Chinese character intellection,teachers’ teaching form is single,and students’ insufficient writing practice are also the reasons for students’ errors.Students’ semantic,pragmatic and grammar errors are mainly due to the confusing meanings of “胜” and “赢”,the heavy burden of the meaning of “胜”,the disyllabic words,the difficulty of acquiring Chinese vocabulary,the single way of teaching vocabulary,students adopt avoidant learning strategies.Finally,the article proposes that teachers should adopt teaching methods such as centralized teaching,splitting the structure of Chinese characters,using network resources,and improving students’ interest in learning Chinese characters with the help of culture.For semantic errors,teachers can explain the meaning of words by combining word form,word sound,and word meaning and narrating linguistic stories.For grammatical errors,teachers can use sentence pattern induction and reinforcement exercises to explain and consolidate knowledge.For pragmatic errors,teachers can use mind mapping and real context to explain pragmatic knowledge.