Research On Elementary Homonyms And Their Teaching In Chinese Proficiency Grading Standards For International Chinese Language Education

Homonym is an important part of Chinese vocabulary.As a special language phenomenon,it is easy to cause confusion and misuse of Chinese learners,which is an unavoidable difficulty in vocabulary teaching.In order to improve learners’ vocabulary level and reduce the impact of the misuse of homonyms on communication,this paper selects the homonyms and their teaching in the elementary vocabulary list of Chinese Proficiency Grading Standards for International Chinese Language Education as the research objects,and intends to answer the following research questions: 1.What are the number and distribution of the elementary homonyms in Chinese Proficiency Grading Standards for International Chinese Language Education? Compared with other outlines,what are the differences and characteristics of Chinese Proficiency Grading Standards for International Chinese Language Education elementary homonyms.2.Screening homonyms based on the above characteristics of Chinese Proficiency Grading Standards for International Chinese Language Education,designing a questionnaire to investigate the mastery of homonyms by elementary learners,and the influencing factors that may lead to homonyms errors.3.Based on the characteristics of Chinese Proficiency Grading Standards for International Chinese Language Education elementary homonyms and the results of the questionnaire survey,how to carry out the teaching of elementary homonyms in Chinese Proficiency Grading Standards for International Chinese Language Education.This paper makes a statistical analysis of the elementary vocabulary in Chinese Proficiency Grading Standards for International Chinese Language Education and draws a total of 119 groups of 268 homonyms from it.Through the classification and analysis of homonyms from the aspects of syllables,forms,parts of speech and grade distribution,the number and distribution of various homonyms of Grade 1 to Grade 3 are summarized.In order to get the characteristics of Chinese Proficiency Grading Standards for International Chinese Language Education elementary homonyms,this paper makes statistics on the homonyms in the first to third levels of the the new Outline of HSK and the first and second levels of the outline of the Graded Vocabulary for HSK,and compares Chinese Proficiency Grading Standards for International Chinese Language Education homonyms with them.This paper summarizes some characteristics of homonyms in Chinese Proficiency Grading Standards for International Chinese Language Education: The proportion of homonyms in the primary vocabulary is moderate,and it is balanced in several aspects,such as grade distribution,homophonic syllable proportion of different tones and so on.It also has the characteristics that the homonyms are mainly cross-level form,high proportion of homonyms regardless of tone,high proportion of homonyms in multi-syllable form,high homophone rate of monosyllabic words,the proportion of homonyms with the same form or different parts of speech are higher than that of the other two outlines.Based on the characteristics of elementary homonyms obtained by comparison,a questionnaire was designed,which included 25 groups of homonyms selected from Grade 1to Grade 3,in order to know elementary learners’ mastery of homonyms,the types of homonyms that are prone to errors,the factors that affect the accuracy of homonyms,the teaching methods that learners prefer and so on,and help teachers understand the problems in homonym teaching,and conduct teaching reflection and adjustment to guide teaching.According to the results of the questionnaire,the accuracy rate of the items with other entries in the homonym group is higher than that of the items with only a single entry.The accuracy rate of homonyms involving homonyms with similar forms,homonyms with the same part of speech,polysyllabic homonyms,homonyms with similar usage conditions is lower.The learners think that the method of teaching by comparing the usage conditions of homonyms is the most helpful for them to master homonyms.Among the factors that learners think may cause their own wrong answers,the most influential factor is the the meanings of the homonyms are hard to distinguish,followed by similarity in the forms of homonyms,the parts of speech of the homonyms are consistent and difficult to distinguish,and memory errors.According to the survey results,the elementary learners’ understanding of homonyms is poor,and homonyms are easy to be ignored during learning.Based on this situation,this paper puts forward teaching suggestions for elementary homonyms.Teaching suggestions include teachers’ understanding and familiarity of the differences between Chinese Proficiency Grading Standards for International Chinese Language Education and other outlines in content,changes,knowing the characteristics and distribution of homonyms in advance,and giving full play to the guiding role of Chinese Proficiency Grading Standards for International Chinese Language Education in teaching.According to the characteristics of homonyms and learners’ mastery,use comparative teaching method and situational teaching method to improve the teaching quality of homonyms,improve the teaching of homonyms with teaching tools,increase the proportion of review and practice in teaching,and help learners master homonyms better.