An Analysis Of The Writing Errors Of Filipino Students' Textbook Drama In The Primary Stage Of Chinese

The topic of error study plays an important role in teaching Chinese as a foreign language.Errors refer to the regular deviation of the second language learners from the target language,which they cannot detect when using the target language due to their inadequate knowledge of the target language.Among all the TCFL courses,Chinese writing course is a Chinese skill course with high entry threshold and difficult teaching.The frequency of errors in students' exercises is also the highest.This paper mainly analyses the errors in the writing of Chinese textbooks and plays by the students of Manila Yide Middle School in the Philippines,and gives some suggestions to avoid such errors.The purpose is to supplement the teaching research of Chinese writing in the Philippines,enrich the teaching methods of Chinese writing in Chinese schools,and improve the Chinese writing level of Filipino students.Firstly,the first chapter is the introduction part.The author briefly summarizes the research status of teaching Chinese writing as a foreign language,writing errors of Chinese as a foreign language and Chinese writing errors of Filipino students.Combining with the specific situation of Chinese school script writing in the Philippines,the author draws a conclusion that there is a relative lack of Chinese writing errors of Filipino students,especially for specific writing,as far as the overall research situation of Chinese teaching in the Philippines is concerned.Research on Stylistic Errors in Writing.The author finds the value of the topic and puts forward his own research program,including the research object,method and value.Chapter two analyses and counts the corpus of errors in students' Chinese textbooks and plays,and classifies,corrects and analyses the causes of errors in students' writings.The results show that there are not only traditional dominant language errors,mainly lexical errors and syntactic errors,but also implicit pragmatic errors with cultural features that can lead to social barriers.Both of them should arouse the attention of educators.Chapter three starts from the research of the first two chapters,and analyses the reasons for the errors in the writing of Chinese textbooks and plays in the Philippines,mainly including two aspects: first,the internal reasons of students themselves.It includesthe negative transfer of native language thinking,the generalization of target language and rules,students' learning attitude and students' communicative strategies;second,the external reasons mainly for schools and teachers.Including insufficient attention to Chinese teaching in schools,weak teachers,Chinese teachers' slack to rectify deviations,and the organization of Chinese textbooks and plays writing class itself.Therefore,the reasons for the errors in the writing of Chinese textbooks and plays by Filipino students are very complicated,which will be full of challenges for educators to improve such writing classes and reduce writing errors.Chapter four puts forward some teaching suggestions to avoid or reduce the errors of Philippine students in writing textbooks and plays.First of all,teachers should give full play to their leading role,make adequate preparations before class,pay attention to the cultural contrast teaching between China and Philippines in class,strengthen the supervision and guidance of students 'writing process,and pay attention to the revision of exercises after class.Secondly,in terms of students,teachers should fully respect students' principal position,give priority to students,flexibly select writing content,implement scientific group allocation,and improve the evaluation model.In the conclusion,it is pointed out that there are few studies on the writing errors of Filipino students,and more attention should be paid to the writing of Chinese textbooks and plays represented by ICA in the Philippines.At the same time,it points out the shortcomings of this paper.Firstly,the number of errors collected can not support a wider range of research,and teachers still need to continue to expand the corpus.Secondly,this paper only analyses the most frequent errors,and lacks in-depth discussion of other individual situations in the corpus.Secondly,in view of the particularity of the writing form of textbook plays,some language errors occur.It also contains cultural pragmatic errors,so the classification of such errors in this paper needs to be further studied.