A Study On The Writing Strategies And Teaching Methods Of Senior Chinese Students In Kazakh

Teaching Chinese as second language writing has always been the most difficult point among the four Chinese language skills of listening, speaking, reading and writing. For senior foreign students, the emphasis and difficulty in Chinese writing learning is mainly manifested in the aspect of textual writing. This paper is based on textual linguistics, and is in combination with related research achievements of teaching Chinese as a second language writing, and selects Kazakhstan students from Shaanxi Normal University International School of Chinese Study as the research object, and pays attention to writing strategies and textual errors, and targets to explore advanced Kazakhstan students study status of Chinese writing, and on this basis, puts forward constructive suggestions to Chinese writing teaching.This paper has five chapters. The first chapter is the introduction part that introduces the background, purpose and significance of this research. The second chapter and the third chapter summarize the research status of the Chinese textual writing and writing strategies at home and abroad. The fourth chapter expounds the research design that mainly adopts the method of questionnaire and text analysis, and combines with interviews to supplement investigation, and then draws the advanced Kazakhstan students’usage of Chinese writing strategies and the textual errors and their causes in Chinese writing. In view of the investigation and analysis results, following the principle that teaching is learning, the fifth chapter is about that Chinese writing strategies teaching and Chinese textual errors teaching should infiltrate Chinese as a second language writing teaching.From the education exchanges and cooperation and the status of studying abroad between Chinese and Kazakhstan, we can learn that the number of Kazakhstan to China to study is ranked tenth, which shows that the research object is not only to fill in the research field of Chinese writing research of Kazakhstan, but also provides valuable theoretical reference to numbers of Kazakhstan students’ Chinese writing study, which has far-reaching significance to improve and mature the Kazakhstan students’Chinese writing teaching that puts Kazakhstan students as teaching object.This paper expounds the theoretical results related with the writing strategies and textual errors and the usage of Chinese writing strategies and textual errors in Chinese writing of advanced Kazakhstan students to minimize senior Kazakhstan students’ textual errors in Chinese writing and help Chinese learners to master and manage the Chinese writing skills in daily work and life. I think, stressing the research of the Chinese writing teaching, at the same time, paying attention to the Chinese writing study, in view of learners’ writing strategies, breaking the fossilization of Chinese writing research, which will inject fresh blood to the research of Chinese as a second language writing teaching, provide a broader and deeper space for the research of Chinese textual writing, and build theoretical basis for enriching and perfecting the writing strategies of foreign students.