The Research On Pragmatic Errors Of Students’ Composition In English-speaking Countries

Currently, the study of pragmatic competence about overseas students who comefrom English-speaking countries almost focus on expressing and communicating byusing oral English,But the research is not enough to attention on the students’ abilitythat written by Chinese language. Composition is an important manifestation of thewritten discourse,That reflects the ability and level of students’ written expression inChinese.This paper is based on the"HSK dynamic composition and questionnairescorpus",Ccollecting a number of English-speaking students’ writing errors that occur inthe written. It is found that when they use Chinese to write,There are some errorswhich are regular types happened.Based on the theory of Interlanguage and ErrorAnalysis,Tthe paper also combines the theory of text linguistics and pragmatics,Weanalyse the errors of corpora and summarize some error types.In order to improvepragmatic competence of the students,some learning and teaching suggestions are putforward.This article is divided into four chapters.The first chapter introduction, Putforward the researching question,researchingcontents,methods and significance.writingsummary about foreign students in teaching Chinese as a second language by theresearch status of ability,And the concept of written language with errors which aredefined,And research presented in this paper where the source of corpus wasselected.The second chapter is according to English-speaking countries students’composition,Tthe written language with the types of errors are analyzed andillustrated,And for each type of errors ’characteristics,We also makee a detaileddescription.The third chapter analysis the reasons of Pragmatic errors appear in theenglish-speaking countries students’ compositions,The reason are both of learners andteaching disadvantages.According to the reasons of the errors.The fourth chapter putsforward some error countermeasures and teaching suggestions from the differentangles of the learners and teachers.The fifth chapter is a generalization of the full text,Carding the main perspectives of the article and pointing out the inadequacies inthe text in order to promote the development of teaching chinese as a second language.