Analysis And Teaching Suggestion On Faulty Wording In Sixth Level Of HSK

The Chinese Proficiency Test, referred to as HSK, is a standardized international Chinese proficiency test which is set up for the non-native Chinese speakers. The HSK is divided into six classes. That discussed in this article is the new HSK CET pragmatic problems. For these kinds of questions, candidates feel difficult when they are in the pro forma. It is difficult to grasp for them. It can be said that it is the weak part for the students. The study of pragmatic problem of the HSK is necessary and meaningful.In this article, the new HSK exams and the new HSK mock tests are used as the corpus. We have analyzed the new HSK pragmatic problem, and summarized different types and high-frequency test sites of the new HSK pragmatic problem. Through questionnaire testing and classification analysis, the important and difficult are identified in the new HSK for candidates. It is targeted to help teachers catch such important and difficult issues in the classroom, and to help candidates learn to seize the pro forma focus. In everyday HSK exam reviews and training, they can achieve a multiplier effect, make major breakthroughs, and pass the new HSK with the help of teacher.This paper has five parts.The first part is an introduction that is presented from paper background and signification, related research. Related research is fully described from the research content, research methods, current research and innovation four aspects. The main research is faulty wording question in new HSK CET this paper. It is first time to statistic, analysis, classify and design questionnaire survey and test to study students key and difficult point in faulty wording question during preparation and learning stage. They are provided corresponding teaching and test suggestion with the result of research.The second part is question analysis. Detail to analysis between test form and question characteristic of faulty wording question in new HSK CET. The faulty wording question test is chosen one from four options which is correct. The one thing, ten questions have forty options which occupy the large amount of reading and cost long time. The another thing, faulty wording question is to students test grammar knowledge that have wide and random test point, demanding students have some control and analysis skill on word class, meaning and sentence structure on Chinese word and sentences.The third part is test analysis of faulty wording question in new HSK CET. Based on the material of new HSK CET formal and practice test, according to study the faulty wording question in reading part, fully summarize and classify and compare between the formal and practice test to help students to solve key and difficult point of faulty wording question in new HSK CET with the result of analysis questionnaire survey which test about the typical and high frequent test points. In this paper, the faulty wording question is classified six items in new HSK CET, including incomplete or redundant components, mismatch, disorder sentence structure, incorrect sentence order, illogic, unclear expression. The front four items have a large proportion that became key point to study and practice. Another two items become a second key point with a little proportion.The fourth part is teaching suggestion. Based on six kind faulty wording questions in new HSK CET, according to analysis its characteristic to provide students and teachers some corresponding suggestion for giving students some help to solve the question.The fifth part is conclusion to summarize the main content and conclusion and point out some faulty and shortcomings of the paper.Based on the material of new HSK CET formal and practice test paper and using the form of questionnaire survey discuss and analysis about faulty wording question in new HSK CET between the students in SIMC School for providing corresponding teaching suggestion to solve it, which is key and difficult point found out in the test question.