| Grammar teaching is the foundation and core for teaching Chinese as a Foreign Language.But for the international students who learn Chinese on a primary stage,various grammatical errors may occur in their process of grammar learning.Thus,the primary grammar errors from international students are becoming an urgent problem that Chinese teachers and students must cope with.Taking contrastive analysis,inter-language theory and error analysis as the theoretical background,taking the foreign students’ test papers of Basic Chinese as the corpus,from two levels,i.e.,lexical level and syntactic level,this paper analyzes primary grammatical errors that appear in students’ test papers and expounds them based on Lu Jianyi’s(1994)four types of errors,including MS,OM,MR,and MA.Meanwhile,the author intends to find out the deep reasons causing the errors from the SLA theories,which attempts to guide for primary grammar teaching and learning.By utilizing the theory of error analysis,the author tries to study the grammar errors in students’ Chinese grammar learning,to classify the categories of the errors and to figure out the frequency of these errors.The author also makes attempts to discover the causes of the errors.Through the analysis,the author wants to seek answers to three questions:(1)What difficulties do Pakistani students face in their primary stage of Chinese grammar learning?(2)What are the main types of errors that Pakistani students usually produce in Chinese grammar learning?(3)What are the reasons for the errors of Pakistani students in Chinese grammar learning?In this study,133 Pakistani students in the 2016 Autumn class of YU were selected as the research objects.The purpose of this study is to find out the distribution and frequency of grammatical errors at all levels with the corpus collected from the testing papers and the research and analysis of errors through the combination of quantitative and qualitative analysis.Then,the five types of grammar items with highest frequency in the test papers were investigated by the questionnaire.The study further sets grammar questions in order to further investigate the students’ mastery of these five types of errors,as well as the their learning strategies and motivation.Finally,the study explores whether there is a significant correlation between the mastery of Chinese grammar and their genders,learning strategies and learning motivation by means of data analysis.The data,arguments and examples in the study mainly come from the final basic Chinese testing papers of 133 students in the second semester of their sophomore year.The study finally finds that the errors frequently made by foreign language beginners can be divided into four types: MS,MR,OM and MA,the rate of which are listed as 32.45%、21.69%、24.61% and 21.25%.On the other hand,those errors can be classified into two levels of lexical and syntactic.After the classification,this study does more to find out that the most frequently occurred errors mainly include 4 Chinese words indicating “的,了,和,是” and two kinds of sentences with prepositional word “在” representing time and place.As for the reasons causing these errors,from the subjective level,gender,Chinese grammar learning motivation and strategies have a significant impact on Chinese grammar mastery.Also,under the guidance of relevant theories such as language acquisition and analysis of errors,through the analysis of the grammatical errors caused by students in the test papers,questionnaires and homework,the language transfer and the TL excessive generalization are the main factors causing errors.Based on the results of research and the current practical teaching,the author hopes to explore suitable teaching methods for Pakistani students in their primary stage of learning Chinese grammar.Hopefully,the results of the study can provide some guidance for their Chinese grammar learning,which can also provide all overseas students in China some reference for their Chinese grammar learning. |
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