High Frequency Misspellings Based On Corpus Writing Survey Research

As the importance of teaching Chinese characters in the international context grows,so does the research on Chinese character errors.However,the "difficulty of Chinese characters" has always restricted the effectiveness of learners’ Chinese learning and international Chinese teachers’ teaching.Academics often base their research on the Chinese Proficiency Standards for International Chinese Language Education and the HSK Chinese Proficiency Test Syllabus.However,in the actual classroom,how can teachers teach on the basis of the existing research findings on Chinese character errors,so that international students and overseas learners can better grasp the character forms,sounds and meanings of Chinese characters?Based on this background,this paper selects the top 30 Chinese characters with the highest error rate from the Chinese character corpus of Sun Yat-sen University and classifies them into unjustifiable,semi-justifiable and fully justifiable characters in accordance with Mr.Su Peicheng’s The new six categories of Chinese charactersThis paper focuses on the following three questions: Firstly,are there common causes of high-frequency mispronunciation in international students when their Chinese language proficiency differs? Secondly,how can Chinese characters with different rationales be better taught? Thirdly,are there similarities between the Chinese characters of international students with different native language backgrounds? How can the limited bias analysis be better applied to the teaching of international Chinese characters in view of these similarities?The paper adopts both quantitative and qualitative analysis methods,and combines the traditional character-building method with theories related to the New Six Books,the theory of mediated speech,the theory of bias analysis and the theory of cognitive psychology to comprehensively discuss the research method of high-frequency biased characters and lay a solid theoretical foundation.The study takes the examples of misspellings as the entry point and explores them through a dual dimension of macrostatistics and micro-analysis,with a view to providing corresponding teaching suggestions for international Chinese character teaching.The study find that in the case of unjustified characters,the learners’ understanding of the character form was ambiguous,the combination of strokes was not in place,and their grasp of the script structure was poor;in the case of semi-justified characters,the learners had a good grasp of ideograms and a weak grasp of marks;in the case of fully justified characters,the learners had a poor understanding of the functions of sound and ideograms,and often confused the roles of sound and ideograms.Based on the analysis and research,the author proposes the following teaching suggestions: when teaching non-rational characters,the teaching method can be used to teach solitary characters first and to emphasise the combined mark characters.when teaching semi-rational characters,a gradual approach can be adopted,with teachers giving priority to developing international students’ awareness of the standardised writing of ideograms,and then focusing on the causes of the mark parts and the standardised writing of the whole characters.when teaching rational characters,teachers can use the retrospective method to clarify the functions of sound symbols for sound and ideograms for meaning,so as to help students understand the form and meaning of Chinese characters.