The Research Of Errors And Teaching Strategies Of Vietnamese Students’ Chinese Characters Writing Based On HSK Corpus

In teaching Chinese as a foreign language,Chinese characters are often regarded as the most difficult part to learn.Although Vietnam belongs to the cultural circle of Chinese characters,its students will also face many difficulties when learning Chinese characters.This article takes the HSK dynamic composition corpus as the research object,uses error analysis and comparative analysis to analyze Vietnamese students’ Chinese character writing errors,analyzes the reasons for Vietnamese students’ writing errors of Chinese characters,and explores Chinese character teaching strategies suitable for Vietnamese students.Can contribute to the teaching of Chinese characters for Vietnamese students.The full text is divided into four chapters.Chapter One : Introduction.The source and significance of the topic,the current research situation in the field,the research steps and methods,the corpus used in writing the thesis,the description and statistics of errors are explained.Chapter 2: Analysis of errors in writing Chinese characters by Vietnamese students.227 Vietnamese students’ writing corpora were selected from the HSK corpus of Beijing Language and Culture University,and the writing errors identified among them were collected.The writing errors of Japanese students were divided into three categories: typo errors,other characters errors,and traditional characters errors..Then further subdivide the typo errors and mischaracter errors,and carry out statistical analysis of each type of error,describe the characteristics,and analyze and explain.This chapter also compares the writing errors of students at different levels,and finds that students at different levels have different characteristics of writing errors in Chinese characters.Chapter 3: Attribution of errors in writing Chinese characters by Vietnamese students.Analyzed the reasons for writing errors,mainly including the negative transfer of Vietnamese characters,including the negative transfer of Vietnamese characters and meanings;the complexity of the ontology system of Chinese characters,that is,the complexity of the structure system of Chinese characters,a large number of homophones,near-phonetic characters,and pictophones Words;the influence of individual factors of students,such as the students’ learning attitudes,lack of long-term and stable learning motivation,and incorrect learning methods;the influence of teachers includes the influence of teachers’ own factors and improper teaching methods.Chapter 4: Chinese character teaching strategies for Vietnamese students.Put forward teaching suggestions from the perspectives of Chinese character teaching,students,and teachers.Specifically,Chinese character teaching should strengthen the teaching of Chinese character strokes and components,pay attention to the teaching of homophones and similar characters,use Chinese and Vietnamese morphemes for migration,and make phonetic teaching accompanied by Chinese character teaching The suggestions for students have a correct learning attitude,develop good learning habits,and focus on daily accumulation;the suggestions for teachers’ teaching are to create a positive classroom atmosphere and stimulate students’ interest in learning,focusing on different stages.At the end of the article,the author elaborated on the experience of the whole research work,summarized the main points of this article,and put forward the research deficiencies.It is hoped that through this research,it can provide valuable reference for the teaching of Chinese characters for Vietnamese students,and even for the study of Chinese characters teaching as a foreign language.