Chinese Compound Sentences Applied In Higher HSK And Teaching Method

The compositions of foreign students can reflect their mistakes roundly, further more, the use of Chinese compound sentences can not be overlooked in their compositions. Because of the complexity of itself, Chinese compound sentences become a teaching difficult point. This paper attempts to use text teaching as a starting point, candidates' HSK examination higher composition essays as study materials to investigate the characteristics that reflect in the writing expressions of Chinese compound sentences. In order to make the investigation more specifically, this paper divided the candidates into English-speaking candidates and non-English speaking candidates. Based on the characteristics, this paper put forward some learning and teaching strategies.The specific operational procedures are:firstly, according to HSK Grading Standards and Grammar Outline by the National Office for Teaching Chinese as a Foreign Language of the People's Republic of China, this paper classifies Chinese compound sentences into twelvo categories: paralleling, continuing, supplement, cause and effect, option, turning, assuming, condition, purpose, concessive, narration, compressed composite, including 155 items. Multiple compound sentences can be classified into two-fold, three fold and four-fold. Secondly, in accordance with certain standards, I specially chose 100 English-speaking candidates' test essays from Beijing language and culture university "HSK dynamic composition Corpus", and these articles are used to make corpus 1, at the same time under corresponding conditions I chose 100 non-English-speaking candidates' test essays to make corpus 2.Thirdly, in these two corpuses, according to the prior survey projects, I try to investigate all the relevant data of Chinese compound sentences, which used by English-speaking and non-English-speaking candidates, including the total number of every level and every category used by candidates. Fourthly, I use chi-squareto analyze these data from various angles, trying to find the significant difference between English-speaking and non-English-speaking candidates when they use Chinese compound sentences in relations to express, and to validate our assumption:the characteristics appeared in Chinese compound sentences are related to their mother language. If the assumption successes, I can also draw out a number of characteristics in Chinese compound sentences by both English-speaking candidates and non-English speaking; If the assumption fails, the conclusion is that the characteristics appeared in the candidates' test essays are not related to their mother language, then this essay will put forward learning and teaching strategies for all the candidates. Last but not least, through chi-square analysis, I have only got this result:English-speaking and non-English speaking candidates are not significantly different. As the above mentioned result does not support my preliminary hypothesis, I adopted error analysis to summarize the characteristics appeared in the Chinese compound sentences by the candidates as follows:firstly, the frequency in every compound category is not even, and the candidates use a few association words, in addition, there are some confusions between similar associations; secondly, the second level compound sentences are most frequently used; thirdly, in the multiple compound sentences, generally, the easier the sentences, the less mistakes. Finally, based on the above conclusions, this paper suggested some study and teaching strategies in order to provide some references for studying and teaching Chinese compound sentences.