Error Analysis On Using Chinese Connectives And Its Teaching For Overseas Students At Intermediate And Advanced Level Based On Hsk Dynamic Composition Corpus

This paper studies the connectives based on HSK dynamic composition corpus, analyzes the error cases in using the connectives, and then specifically describes and classifies a part of the typical error cases in using the connectives. Hence, a more comprehensive study of the causes of errors is made. The paper also puts forwards some relevant teaching suggestions for reference.The paper chooses113connectives (including the applicable connectives) at A, B, C, D levels listed in Chinese Proficiency Standards and Grammar Class Outline as examples, and classifies these connectives on the basis of ten types of semantic relations, including coordination, progression, alternative, causes and effects, transition, supposition, purpose, concessions and condition. On that basis, by searching and screening HSK dynamic composition corpus, the paper gives a statistical table of the errors and also combines with questionnaires, finding out that the degrees of familiarity, difficulty and using are all essential factors influencing the error rate. Therefore, the paper suggests that those factors be considered when analyzing the errors cases of using connectives. Error rate cannot be the only standard. Accordingly, the paper chooses16typical words of different semantic relations for error, and describes and analyzes the error cases in complex sentences by using the example sentences with the mistakes of misuse, absence, redundance, misorder, improper collocation. The paper also mentions some common multiple-error cases appearing in a passage.The causes of the errors are studied from five aspects with the emphasis on the decisive influence of the inner complexity, avoidance strategies and overgeneralization of the connectives. The inner complexity of the connectives is further divided according to multiple capabilities, low degree of distinction, flexible collocation, complex distribution, limited using scope, etc. Additionally, the negative transfer and teaching of mother tongue as well as the defects of teaching materials also lead to the errors.Based on the above analysis on the errors and their causes, the paper proposes some suggestions in terms of connective teaching in the perspective of teaching procedures and learning strategies, and a piece of teaching plan of connective teaching for integrated course is given, hoping to provide an useful reference for Chinese language teaching and learning.