Investigation And Research On College Students’ Chinese Grammar Errors

By using the methods of data statistics and survey analysis,this article sorts out 1375 grammatical errors from 450 College Chinese compositions of Hebei University.These grammatical errors are classified and statistically analyzed,so the type distribution and population distribution of the grammatical errors contained in the sample are obtained.Through the calculation of the quantitative relationship between grammatical errors and related factors,it is found that the number of grammatical errors in the sample is significantly correlated with the Chinese Scores in College Entrance Examination and the college major.From the perspective of types,grammatical errors are divided into grammatical errors in single sentences and grammatical errors in complex sentences.Among them,grammatical errors in single sentences are divided into syntactic errors and non-syntactic errors.Syntactic errors include incomplete elements,redundant elements,improper collocation,and improper word order.Non-syntactic errors include function word errors and mixed sentence patterns.Grammatical errors in complex sentences include related word errors and clause errors.From the results of data statistics,the more common types of grammatical errors in compositions are function word errors,incomplete components,improper collocation and related word errors,while there are relatively few cases of redundant components,improper word order,mixed sentence patterns,and clause errors.Based on this,we analyze the reasons why students make more mistakes from the aspects of oral habits and Chinese grammar characteristics.From the statistical results of the grammatical errors of individual student,46 students have no grammatical errors in their compositions,accounting for 10.2%;There are 182 students with 1-2 grammatical errors in each composition,accounting for 40.5%;176 students with 3-6 grammatical errors,accounting for 39.1%;46 students with 7 or more grammatical errors,accounting for 10.2%.This shows that half of the students are poor in the use of grammar knowledge and need to strengthen grammar learning.With the assistance of SPSS software,we calculate the correlation coefficients of the Chinese Scores in College Entrance Examination,gender,the college major and the number of grammatical errors,and concludes that the Chinese Scores in College Entrance Examination and the college major are significantly correlated with the number of grammatical errors,while there is no significant correlation between gender and the number of grammatical errors.Aiming at the problem of how to improve students’ grammar knowledge level,corresponding suggestions are put forward from three aspects: students’ learning,teachers’ teaching,and teaching management.First of all,it is recommended that students should adjust their learning attitudes,strengthen their grammatical concepts;cultivate a sense of correct language,accumulate standardized expressions;strengthen written language practice,thereby reducing grammatical errors.Secondly,it is suggested that teachers should formulate differentiated teaching contents for students of different language learning levels and different majors.The content of grammar teaching should be based on the actual grammatical errors and pay attention to the evaluation of students’ compositions.Finally,it is recommended that schools set up or strengthen college language courses;increase teaching efforts for individual majors;organize language publicity activities;establish a language assessment system to urge students to pay attention to Chinese learning.