Error Analysis And Teaching Suggestions Of Homographs In Chinese And Korean Based On The New HSK4 Vocabulary Syllabus

In the teaching of Korean and Chinese vocabulary,Chinese and Korean homographs are not only a teaching focus,but also a teaching difficulty.Because both belong to Chinese culture circle,influenced by Chinese,there are a lot of Chinese words in Korean vocabulary system.This reduces the difficulty of Korean Chinese learners learning Chinese,but with the development of society,Korean Chinese words and Chinese words have changed a little,the meaning of words can not correspond one by one,resulting in the emergence of Chinese and Korean homographs.At present,most Korean students don’t know enough about homonyms of Chinese and Korean.When they study Chinese,they are easily influenced by the negative transfer of their mother tongue,which leads to some errors.The purpose of this paper is to analyze the errors of Chinese and Korean homonyms in the new hsk4 syllabus,which are easy to make mistakes by Korean students,find out the key and difficult points when Korean students learn Chinese and Korean homonyms,and put forward relevant teaching suggestions accordingly.This paper mainly uses the methods of literature research and questionnaire survey.The first part of the introduction mainly introduces the origin of the topic,the significance of the research,the research summary,the research object and the research methods.The first chapter mainly combines the previous studies,taking the homonyms in the new hsk4 vocabulary outline as an example,classifies the Chinese and Korean homonyms and summarizes the reasons for their formation.In the second chapter,based on the HSK dynamic composition corpus of Beijing Language and Culture University and the new hsk4 vocabulary syllabus,according to the different classification of Chinese and Korean homonyms,24 Korean students with high errors are selected to prepare a questionnaire to investigate Korean students’ cognition of Chinese and Korean homonyms,and summarize the reasons for such errors.In the third chapter,according to the results of the questionnaire,from the three perspectives of teachers,teaching materials and teaching methods,the author puts forward some suggestions on the teaching of Chinese and Korean homographs.The last part is the conclusion part,which summarizes the main content and conclusion of this paper,and points out the lack of research.The results show that among the Chinese and Korean homographs,the words with increased meanings in Korean cause the most errors to students,followed by the words with completely different meanings in Chinese and Korean,followed by the words with increased meanings in Chinese,and finally the words with transferred meanings in Chinese and Korean.Among them,in Chinese and Korean homographs,the error rate of words with different emotional color is higher,which needs to be paid attention to in the teaching process.I hope this study can provide some inspiration for the teaching of Korean and Chinese vocabulary.