A Study On Writing Errors Of Homophones By British And American Student

In the teaching of Chinese characters as a foreign language,the teaching of homophones is one of the important components,which is the most difficult point in the teaching of Teachers of Chinese as a Foreign Language,and it is also the main difficulty for international students to master Chinese characters.It is difficult for international students to learn homophones not only in oral communication,but also in written writing.By collecting relevant bias corpora,the author found that international students will have a large number of homophone writing biases when writing essays,which seriously hinders the improvement of Chinese proficiency of international students.By consulting the literature on homophone writing bias,the author also found that there were fewer studies that identified the subjects of study as international students from one or more representative countries.And compared with the countries in the Chinese character cultural circle,there are fewer studies of homophone writing bias in countries within the non-Chinese character cultural circle.Therefore,this paper identifies the research objects as non-Chinese character cultural circles represented by the United Kingdom and the United States,and collects and sorts out a total of 226 British and American composition corpora based on the HSK dynamic composition corpus of Beijing Language and Culture University,and sorts out 447 cases of homophone writing biases from them.From four aspects:distribution,the relationship between the level of international students’ certificate levels and bias,the number of words and the number of biases,and the distribution of the level of misguided words,the basic situation of the writing bias of homophones of international students is analyzed.According to the characteristics of Chinese characters as the unity of sound,shape and meaning,the writing bias of homophones is divided into four categories: homophonic near form near thesaurus,homophones and synonyms,homophones with heteromorphic synonyms,homonyms.According to the bias situation and the type of bias,the specific reasons for the homophone writing bias of international students are analyzed,and the subjective reasons such as the large number of homophones,the similarity of glyphs,and the interference of character meanings,as well as the psychological cognition and strategies adopted by international students,and the insufficient mastery of Chinese character components by international students,are analyzed and discussed.Based on the bias situation and the cause of bias,drawing on the relevant achievements of language teaching and psychological theory,six teaching strategies are proposed: the "trinity" of phonological meaning combined with teaching,component teaching method,group word identification homophone,setting context to distinguish homophones,increasing homophone input,improving the reproduction rate and correcting the wrong psychology of international students learning Chinese characters.The analysis and exploration of homophone writing biases of international students in The United Kingdom and the United States aims to provide a little help for teachers of Chinese as a foreign language and the learning of international students.