Analysis And Countermeasures On Faulty Wording Of Chinese Composition Of Senior Middle School Students

Students’ writing ability is a comprehensive reflection oflanguage literacy, and has always been a top priority of Chineseteaching. Because of this, in the daily teaching and learning,teachers and student spent a lot of energy in writing. But from apractical point of view, many students haven’t meet the basicrequirements of writing-“clear and coherent language” even afterthey graduated from senior high school. Therefore, is necessary tohave an in-depth research on faulty wording of Chinese compositionof senior middle school students, so as to eliminate the “stubborndisease” that has been annoying teachers and students for manyyears.This paper tries to refer to three plane-grammar theories toanalyze the types of faulty wording, and on this basis, get to knowthe distribution status of faulty wording of Chinese compositionof senior middle school students in Jiangsu Si Hong Middle Schoolthrough investigation and statistics. By means of theory oflinguistics, psychology, education science, etc. to analyze thecauses of faulty wording, so as to rationally explore how to reducethe faulty wording problem, and the teaching strategy of improvingthe senior high school students’ language proficiency in writing.This paper includes four chapters: the first chapter tries toon the basis of researching on traditional faulty wording, combinesthe three plane-grammar theories of linguistic research,classified the faulty wording into syntactic faulty wording,semantic faulty wording, and pragmatic faulty wording. The secondchapter concluded from investigation and statistics on the faultywording in200compositions of students from senior grade one andsenior grade three of Si Hong Middle School that: grade level has a certain impact on the degree of students’ faulty wording. Thereare five types of common faulty wording in their composition:mismatched semantic, misused function word, mixed structure, coinwords and expressions, unclear semantic, which should be takenseriously attention in teaching. Faulty wording problem areconcentrated in syntactic and semantic level, thus targetedlanguage teaching is necessary. The third chapter analyzed thecauses of faulty wording of Chinese composition of senior highschool students according to the survey results, and discoveredthat poor language sense, the lack of language knowledge, the gapbetween psychological developments and the reality, and negativeimpact of the social culture are the major causes. The fourthchapter thought deeply about how to improve the languageproficiency of senior middle school students, and proposed to layequal stress on accumulation and practice, combine “correctingerrors” with “providing suggestions” in grammar teaching, payattention on language correction in correcting the composition,strengthen language evaluation in evaluation composition, and soon. In addition, discussed the specific teaching methods and putforward some feasible suggestions.