The Research Of Error Homophones And Teaching Strategies Based On The HSK Dynamic Composition Corpus

Based on the HSK dynamic composition corpus, this paper gathered the homophonic characters which were wrongly written to other characters(correct character share initial, final, tone with the wrong one, or only share initial and final but tone) from it and calculated its total amount. Compared with the total number of characters which were wrongly written in this corpus, we found that the homophonic ones accounted for about three fifths. If the error homophones were greatly reduced, the level of foreign students’ writing could also be improved.To understand foreign students’ wrongly written homophone more, according to there was some kind of connection between the correct character and wrong one or not, the homophonic characters were divided into two kinds: have connection on parts which compose Chinese characters and have no. And then the latter were classified into five categories: decreased pictographic element type; increased pictographic element type; changed pictographic element type; changed phonetic element type; sharing the same parts type. Five types were calculated and illustrated. At the same time, the error homophones have no connection also were calculated and explained.In the second chapter of this paper, according to the statistical data, from three aspects: Chinese characters, foreign students, teachers and teaching materials, we analyzed the reasons why those kinds of errors appeared. For example: Chinese characters is ideogram, which is different from students’ first language text; a great deal of homophones exist; there are plenty of pictophonetic characters and they are complex sometimes; the psychological characteristics of students when they are writing characters; teachers’ negligence and mistakes in the homophone teaching, the lack of homophone exercise in teaching materials and so on.In the end, based on the error analysis, combined with the teaching experience, teaching suggestions about homophone were given still from three aspects, such as: according to the parts which compose Chinese characters to analysis the meanings; use box with dotted lines to mark Chinese characters structure; treat component as the basic unit of teaching Chinese characters; organize mock test. It was also suggested that the textbook designer set more homophone exercises and give students more opportunities to read and use homophones.Through language materials collection, data calculation and analysis, theoretical study, combined with the relevant literature, this paper analyzed the reason why foreign students write characters wrongly to other character, which is homophone. And then based on the reasons some relevant teaching strategies was proposed. We hoped that those teaching strategies could be more targeted and effectively to reduce this kind of error.