A Study Of Errors Of Sentence Patterns In Chinese Compositions Of Russia Foreign Students Learning Chinese In China

Under the guidance of error analysis theory and interlanguage theory,this paper studies sentence pattern errors in Chinese compositions of Russian foreign language students.Based on the statistical analysis of 567 Chinese compositions written by Russian students learning Chinese in China at the middle and advanced stages of our school,we find that most of these errors belong to sentence pattern errors,which are mainly manifested in two aspects: sentence pattern selection and sentence structure.The so-called sentence pattern selection errors refer to the use of certain sentence patterns instead of using or not using certain sentence patterns in a certain context.The so-called sentence pattern composition errors refer to the omission,wrong order,redundancy and wrong generation of constituent elements in sentence patterns.The main reason for the errors in sentence pattern selection is the negative transfer of mother tongue and the avoidance of complex sentence patterns.The errors in sentence structure are mainly caused by improper arrangement of teaching contents and insufficient repetition rate in terms of teaching,and blind analogy caused by generalization of students’ target language knowledge in terms of students.In order to effectively correct the sentence pattern errors in Russian and Chinese writing teaching,this paper puts forward corresponding writing teaching strategies under the guidance of second language acquisition theory,psychology theory of teaching Chinese as a foreign language and teaching theory of writing Chinese as a foreign language.These strategies include controlling language output,strengthening training strategies and situational teaching.Countermeasure,difference comparison countermeasure,etc.In the process of implementing these strategies,this paper emphasizes the comprehensive application of such second language teaching methods as "Controlled Approach","Situational Language Teaching ","Grammar-Translation Method","Conscious-Comparison Method","Communicative Approach","Audio-visual Method" and "Audiolingual Method".The conclusions of this thesis can provide useful reference and reference for the teaching of Chinese writing in Russian,thus promote the development of Russian teaching to a certain extent.