A Study Of Arab Students' Errors In Chinese Learning

Over the last few years,and with the development of Chinese language teaching as well as the continuous promotion of Chinese education,learning this language became a trending topic all over the world,and as a result the number of Arab student's learners has increased rapidly.However,for many of them,the acquisition process can not be accomplished without making a various kind of errors when they use the target language in their daily communication and written expressions.In most cases,a lot of students just unconsciously transferred the Arabic rules and applied them in the target language which can seriously affect the Chinese sentence structure and leads undoubtedly to the misuse of some grammatical points and other different types of errors.Based on the collected materials,the author has found that the phenomenon of language errors runs through the entire process of learning and all these mistakes can also be seen in different aspects of language.Based on interlanguage theory,error analysis theory and previous research results,referring to HSK dynamic corpus and midterm and final essay exams as the main data source,the Arab students as the research target,the author examines and investigates Arab students' vocabulary,syntax,discourse and punctuation's errors during their Chinese learning process,explores the phenomenon of mother tongue negative transfer,sums up the types of different errors and identify their causes and finally Puts forward some teaching suggestions and countermeasures.During the analyzing process,the author cites a large number of examples based on different types of errors.The present study is organized into eight chapters:in the introduction part,the author describes the research background and its significance,the research method and contents as well as giving an overview of the current research status both in china an abroad.The second chapter and with referring to the errors analysis theory,the author summarizes and analysis the Arab student vocabulary errors and divides them into six categories including inappropriate collocations,confusion of words,misuse of synonyms,omission,disordering etc.The third chapter analysis the errors made by Arab students in the Chinese syntax.In this part the author mainly starts with analyzing the errors occurred in different element of chinese sentence like the attributive,the adverbial,the complement etc,it analysis also the errors found in some specific sentence pattern like the comparative sentence,interrogative sentence,the passive sentence with "bei"etc.The fourth chapter aimed at analyzing the errors found in the Chinese discourse learning.It mainly discusses the misuse and the errors appeared in the cohesion elements such as reference,ellipsis and conjunction.In the fifth chapter,the author mainly sorts out and collects the errors that occurred when Arabic students learn Chinese punctuation and divides them into written forms errors,misuse errors,vacancy errors,and superfluous errors.In the sixth chapter,the author analyzes the influential factors and the main causes of errors during the process of acquisition,including negative transfer of mother tongue,overgeneralization of target language knowledge,interference of cultural factors,and the negative effects of some learning strategies.Finally,and based on the data analysis of the fourth part,the author summarizes the methods that help the student to reduce these errors and put forward some suggestions and solutions,including encouraging students to conduct a comparative analysis of the two languages systems,enhancing knowledge of the negative transfer,cultivate the sense of using chinese language and improving the teaching methods.The author hopes that this study can arouse the Arab students' attention to the errors of language and enhance their awareness of this phenomenon.At the same time,he also hopes to provide reference and date basis to the field of teaching Chinese as a foreign language.