Junior High School Students Composition Ill-chosen Expression Investigation And Teaching Countermeasures

Chinese composition is an important criterion for measuring students’ Chinese literacy andlinguistic knowledge. Therefore, the composition teaching has been an essential part of Chineseteaching in junior middle school. In ‘Curriculum Standards for Compulsory Education (2011)’,the basic requirements of the composition teaching in junior middle school is ‘to expressspecifically, clearly and coherently’. However, it is not optimistic for overall composition levelsof junior middle school students. In the composition teaching, many student encounters withamounts of faulty wording in composition so that they fail to meet the basic requirements of‘clear and coherent expression’ when graduating from junior high school. Therefore, the faultywording has seriously hampered the improvement of students’ writing ability and the healthydevelopment of composition teaching in junior middle school.In this thesis, I have investigated the common types, characteristics and causes of commonfaulty wording in composition and proposed effective measures for composition teaching. Thesurvey data are collected from three junior middle schools in Jinan City, China using stratifiedsampling method and analyzed using mathematical statistics method.This thesis consists of four parts:Part1devotes to the definition of ‘faulty wording’ in Chinese composition. On the basis ofthe conventional research of language problems, I have attempted to define ‘faulty wording’combining with composition language features of junior middle school students. Then threecategories and ten kinds of common faulty wording are analyzed based on the faulty wordingsurvey data from three junior middle schools according to linguistic study theory of syntaxnorms, semantic norms, and pragmatic norms. In this process, I have chosen an appropriateapproach to determine kinds of faulty wording according to years of teaching practices andconventional study.Part2focuses on faulty wording analysis in case study. In faulty wording survey, a total of90copies of composition are collected using a stratified sampling method from three grades inthree junior high schools of different levels in Jinan City. Using mathematical statistics method,the times and frequency of three categories and ten kinds of common faulty wording are analyzed in accordance with the classification criteria of faulty wording. As a result, therelationship of faulty wording and three schools as well as three grades is compared to for furtheranalysis.Part3concentrates on the cause of faulty wording in junior middle schools. In this survey, Ifind that the cause of students’ compositions faulty wording in junior middle school lies in atleast five fields: the ability of language and knowledge use, the level of language sense, thepersonal psychological state, the growth of thinking ways, and the popular social and culturalfactors. I have a further deep discuss in case study in five fields on the basis of personal teachingexperience.Part4discusses the teaching measures that how to avoid the faulty wording in compositionmentioned above. Combining the cause of faulty wording with the experience of compositionteaching, I propose effective measures for avoiding the students’ composition faulty wording injunior middle school as follows: paying attention to the basic grammar and rhetoric incomposition teaching, paying attention to enhance students’ language sense level in languagesense teaching, paying attention to avoid faulty wording by composition language guidance,paying attention to use standard writing language by making good use of composition evaluation,and so on.