Chinese Learning Errors And Countermeasures Of Elementary-level Students In Ateneo De Iloilo Senta Maria Catholic School

Error Analysis plays an important role in Teaching Chinese as a Foreign Language.After being introduced into China in the 1980 s,scholars combined the characteristics of Chinese and analyzed the errors made by second language learners in learning Chinese on the basis of real corpora,and proposed relevant countermeasures to resolve them.It can be said that Error Analysis of Chinese as a Second Language Teaching and Learning has made a qualitative leap,which provides us with a lot of teaching experience and rich theoretical results.The disadvantage is that most of the studies are static and lacks dynamic.Therefore,this article takes the fifth grade students,who come from Ateneo De Iloilo Senta Maria Catholic School,as the research object,and display errors which include pronunciation,vocabulary,grammar,and Chinese characters according to the semester,carrying on the dynamic research.The purpose of this thesis is to explore what kind of errors can occur in the learning process for primary level learners with a Philippine background,why these errors will occur,,and how to resolve them in the teaching process.In addition to the introduction and conclusion,this article has four parts.The first part briefly introduces the situation of Ateneo De Iloilo Senta Maria Catholic School and Chinese teaching in this school.Among them,the situation of Chinese teaching in schools includes five parts: Chinese curriculum,Chinese teachers,students’ situation,teaching materials and syllabus.The second part is the focus of this article.According to the progress of time,the errors in the process of Chinese learning are displayed,which are presented in combination with classroom practice According to Chinese elements,these errors are divided into phonetic errors,vocabulary errors,grammatical errors,and Chinese character errors.The third part analyzes the errors of each language element in the teaching by combining the theory of Comparative Analysis and Error Analysis.The causes of the errors of each language element are explained from four aspects: ngative transfer of mother tongue,over—generalization,learning strategy and external environment.The fourth part puts forward the relevant teaching strategies from four respects: pronunciation,vocabulary,grammar and Chinese characters,and shows the process of solving errors in all directions.In order to demonstrate the teaching process in detail,a specific teaching plan is designed and implemented in the classroom after putting forward the teaching strategies,which combines theory with practice.Through a series of teaching practices,students’ Chinese proficiency has improved,which has been fully affirmed by parents and the school.