Analysis Of Chinese Learners' Oral Errors Based On Field Interactive Corpus

“Chinese Bridge” Chinese proficiency competition for foreign college students is a large-scale international Chinese competition sponsored by Confucius Institute Headquarters(Han ban).In recent years,it has become the most famous and influential Chinese competition in the world.In the competition,the contestants' oral expression is the embodiment of their Chinese proficiency,and it also provides us with a lot of vivid corpus for studying high-level Chinese learners.This paper takes the Q&A interaction between the contestants and the judges of the 17 th and 18 th “Chinese Bridge” Chinese proficiency competition for foreign college students preliminary rounds as the sources of corpus,Based on the theory of inter-language and error analysis,marks,calculates,summarizes and analyzes the contestants ' errors from three aspects: vocabulary,grammar and discourse.This paper transliterated the original video materials by means of manual hearing and discrimination,collected and sorted out a total of 309 text corpora.Through the induction and analysis of the transliteration corpora,it was found that the errors in the corpus were mainly concentrated in the following three categories: lexical errors,grammatical errors and textual errors.Among them,lexical errors are divided into three categories: misuse of related words,confusion of synonyms and wrong words.Grammatical errors are four typical types: wrong order,omission,wrong addition and wrong substitution.Textual errors fall into two categories: referential word redundancy and semantic incoherence.Then the causes of all kinds of errors are analyzed.Based on the analysis of the errors mentioned above,the author proposes suggestions for the preparation of the Q&A interaction,the teaching of each language element and the teaching of oral English courses:Firstly,for the preparation of the Q&A interaction.In author's opinion,we should pay more attention to the preparation of the Q&A interaction,introduce the game simulation in the Q&A interaction,and strengthen the expression of logic training in the Q&A interaction.Secondly,Teaching for each language element.As far as vocabulary teaching is concerned,in the teaching of related words,teachers should increase the comparative explanation of related words,strengthen the interaction before and after teaching,increase the recurrence of similar related words,and increase the frequency of students using new related words.In the teaching of synonyms,teachers should decompose synonyms into morphemes,integrate synonyms into context,and help students understand synonyms through decomposition and integration.As far as grammar teaching is concerned,teachers should improve their scientific research ability,arrange the teaching sequence of grammar points more strictly according to the actual situation of students,and timely discover systematic errors and explain them.In terms of discourse teaching,teachers should pay enough attention to discourse training,create an environment for discourse writing and expression as much as possible,attach importance to discourse cohesion of examples in textbooks,and increase discourse training in after-class exercises.Thirdly,Teaching for oral English class.The author thinks that the oral English class should take students as the main body,change the traditional teaching mode and adopt diversified teaching methods and practice modes,and the topic selection should be more diversified.