Corpus-Based Error Analysis and Teaching Suggestions on the Use of Chinese Disyllabic Homonyms by College Students in China

Disyllabic homophones are the key and difficult points in the teaching of Chinese as a foreign language. Based on the theory of second language acquisition and interlanguage theory, this paper systematically combs the types of errors in the use of Chinese disyllabic homophones by foreign students based on the analysis of HSK dynamic composition corpus and foreign students ' daily homework, oral recording and other corpora. The study found that the errors are mainly manifested in the confused use of homonyms, the wrong use of homonyms and the misuse of homonyms caused by the negative transfer of mother tongue. In-depth analysis shows that these errors are closely related to the complexity of Chinese homonyms, the mother tongue background of foreign students, improper learning strategies, and the lack of teaching materials and teaching methods. Based on this, this paper puts forward targeted teaching countermeasures, in order to provide reference for vocabulary teaching of Chinese as a foreign language.