A Research On Grammatical Errors Of Chinese As A Second Language On The Basis Of Learning Strategies

Study on grammatical errors is one of the key topics in teaching Chinese as a second language (L2) as well as a much-talk-about topic of applied linguistics in recent years. In the meanwhile, scholars have become interested in doing research from the aspect of learning strategy as people had attached more importace to the psychological and cognitive mechanism of learners. However, there isn't any research pursue the way of studying grammatical errors from the aspect of learning strategy and exploring the realtions between grammatical errors and learning strategy. This is what I attempt to look into in this dissertation. In order to finish this task, a parallel corpus which combines 100 thousand Chinese characters respectively from the first language (L1) learners and second language (L2) learners is set up as the basis for the current research. The learning strategy of each learner that concerned in this research was investigated and trailed, and two of them have been tracked for two years. On this basis, an in-depth research on grammatical errors for Chinese as a second language is pursued by intergrating quantitative analysis and qualitative analysis, static study and dynamic study. The conclusion of the research reflects that such kinds of grammatical errors come from two levels of causes, the root causes and inducement causes. The root causes can be linguistic and cultural disparity between L1 and L2, individual disparity of learner and disparity of learning enviornment, while inducement causes mainly come from learning strategy of the learners. The root causes are always the basis of inducement causes. However, without inducement causes, root causes will not work smoothly. The research also shows that grammatical errors don't have any relations with the learning strategy. A grammatical error may possibly come from several learning strategies. In the meanwhile, dynamic changes in learning strategy may influence the dynamic changes in grammatical errors. In light of the above features of grammatical errors and learning strategy, I attempt to give some personal advice on "how to teach" and "how to learn".