Investigation And Analysis Of Chinese Students' Errors In Chinese

Central Asian students occupy the principal position of foreign students in XinJiang, therefore evaluate their errors is of great significance to improve the quality of Chinese teaching. Central Asian students belong to Non-character-writing-circle learners, so writing characters is quite difficult for them, that’s why this paper mainly studies their Chinese character writing errors. The primary stage Central Asian students frequently make various errors in writing characters. Under the influence of phonetic writing background, Central Asian students’ Character writing errors has its own characteristics.This paper analyses over100primary Central Asian students’ characters writing materials and classifies the written errors from three aspects:strokes, components and the whole word. In terms of stroke aspect, there are4types of errors, which are strokes wrongly added or missing, strokes wrongly broken or connected, strokes wrongly combined and strokes out of shape. In terms of component aspect, there are3types of errors, which are component wrongly added or missing, component wrongly replaced and component wrongly combined. The whole word aspect only refers to the mispronounced characters. Among these three aspects, the percentage of strokes errors is56.17%. This reflects the fact that primary students’ vocabulary is still limited, therefore it’s difficult to trace the rules of the errors. Among strokes errors, the most errors are strokes wrongly added or missing. This reflects the fact that students cannot accurately memorize the words, thus randomly add or miss strokes, especially the horizontal stroke. Among component errors, the most errors are component wrongly replaced, usually using familiar basic component to replace the original one. This reflects the fact that primary students have already noticed that some components frequently appear in characters and these components have a strong ability to compose words, therefore tried to use them. The percentage of whole word error is only14.74%, which indicates that mispronounced characters errors is not a big problem in primary stage. Because only after students have mastered enough vocabulary can they make more advanced errors. Besides, mispronounced characters errors have little to do with writing, but more to do with using words. It’s different from the other two errors.After analyzing primary Central Asian students errors, this paper compares writing errors of Europe-US students and African students with Central Asian students, since they both have phoneticize character background. We draw the conclusion that they have some similarities, thus some experience worthy of learning.However, many of the conclusions in the errors analysis may include the author’s subjective experience. In order to verify the author’s conclusions, the author chose three candidates among these more than100students and carried on a case interview based on the error analysis, to further verify the errors analysis of the relevant conclusions.On the basis of error analysis and case interview, the author concludes that there are many causes of the errors, such as the negative influence from mother tongue, improper learning strategies, lacking of ontology knowledge of Chinese characters, insufficient training of writing characters, too much mechanical practice without understanding and so on. To further improve the teaching quality of Chinese characters, the following jobs need to be done. First, attach great importance to writing training. Second, in the primary stage, attach great importance to the teaching of strokes. Teach students the basic knowledge of strokes and help them set up the concept of strokes. Third, take advantage of students’ phoneticize character background and attach great importance to phonogram teaching. Besides, pay attention to both recognizing reading and writing, and improve students’ writing by reading and recognizing. Fourth, make the Chinese character teaching more interesting, change the way of practicing and avoid excessive mechanical practice. Fifth, teach characters in similar shapes ever since primary stage. Sixth, cultivate students’ awareness to write characters in correct way and guide students write characters that suit writing rules.