| In recent years, with the rise of China’s comprehensive strength, foreigners’ enthusiasm on learning Chinese is growing. HSK Chinese Proficiency Test, as a standardized tests of non-native Chinese persons (including foreigners, overseas Chinese and Chinese minority candidates), have become an increasing concern. Through a survey we found that, researches of the HSK are mostly from the vocabulary, grammar, exam mechanism. Few scholars have researched HSK from the stylistic point of view, especially from the aspect of written style. For a long time, the teaching of Chinese styles in TCSL is often overlooked. What’s more, the acquisition of Chinese styles of foreign students is worrying. Therefore, it’s necessary to research HSK articles from the linguistic point of view, which will help us to solve practical problems and also help expand the ranges of linguistics and foreign language teaching.From the stylistic point of view, this study has been used the methods of error analysis of second language acquisition to study HSK exam essay. We summarize the typical types of stylistic errors and explore deeply the reasons of the formation of stylistic errors. At the last part, we give some suggestions to improve teaching. This article is divided into five parts.Chapter one, the origin of the topics, the significance and innovation, theoretical basis, the research ideas, methods of this paper and the source of cases are under a brief description.Chapter two, to list and analyze the research of Chinese styles. Respectively, from linguistics and foreign language reviewed the status quo of written style, focusing on analyzing the difference between Chinese written and spoken language which is the theoretical basis of stylistic analysis of this paper.Chapter three, to discuss HSK Advanced Writing requirement from external factors and internal factors of written styles.Chapter four, to analyze the stylistic errors of160HSK examination essay from three aspects:due to inconsistencies with a specific context, due to inconsistencies with the requirements of the selected style and due to inconsistencies with the rhythm. Chapter five, to discuss the reasons of Chinese stylistic errors which include the perception of Chinese styles, the impact of migration of the language, education issues and the students themselves.Chapter six, to make some suggestions to improve teaching from three aspects including the students, teaching and learning materials.Chapter seven, through the analysis, conclusion is made which include a brief summary of the article.We have come up with the following conclusions:First, binding the stylistic research of Mr. Zheng Yishou, we make the styles of the common articles clear. Different styles of articles have unique characteristics of different languages.Secondly, the English and American students’ stylistic errors mainly lie in the near-synonyms in different styles. We analyze the stylistic errors of160HSK examination essay from three aspects:due to inconsistencies with a specific context, due to inconsistencies with the requirements of the selected style and due to inconsistencies with the rhythm.Thirdly, the reasons of the stylistic errors of the English and American students are complicated, including the deficiency of research of the styles of Chinese and cognitive difficulty, the negative influence of the students’ native language and target language knowledge, the deficiency of the stylistic teaching in TCSL and some of students’own factors and so on.Fourthly, dealing with the stylistic errors of the English and American students, the students and teachers should raise awareness and pay great attention to the stylistic teaching of TCSL. We should have stylistic teaching of TCSL gradually in all aspects of the type of lesson, teaching methods, teaching materials. We should take stylistic awareness throughout the whole teaching process in the aims of further improvement of students’ language ability of Chinese and presentment of students’stylistic errors. |
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