An Analysis of Reading Errors in Homographs Among First to Third Year Chinese Language Students, Faculty of Liberal Arts, Prince of Songkla University
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Abstract
This research aimed to investigate the characteristics and causes of errors in reading Chinese homographs among first to third year students majoring in Chinese at the Faculty of Liberal Arts, Prince of Songkla University. The population consisted of 213 students from the specified program and academic years. The sample group included 90 students, selected through purposive sampling by choosing 30 students from each academic year who had taken the HSK proficiency test. The research instrument was a 20-item Chinese homograph reading test. The data were analyzed using frequency, percentage, and content analysis. The findings revealed that the most common type of reading error occurred at the word level, followed by the errors at sentence level and the phrase level, respectively. The causes of these errors could be categorized into six main factors: 1) insufficient knowledge of Chinese homographs, 2) misreading as unrelated words, 3) inaccurate vocabulary memorization, 4) confusion in pronunciation of homographs, (5) low frequency of encountering homographs in daily life, and 6) hasty reading without observing contextual cues.
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