HSK Writing Analysis And Teaching Research Based On Abbreviated Corpus

This paper uses the literature research,statistical classification,and example analysis methods to take 140 HSK Level 6 essays of foreign students of 2017 Chinese Language International Education of Lanzhou University as research corpus to discuss the types and causes of errors in foreign students’ HSK Level 6 composition writing.The article first analyzes 15 sets of HSK Level 6 writing examination questions,found they have some common characteristics: style of narrative,narrative order are suitable,the article has rational and interest,the direct speech requested into indirect speech,the paragraphs need dividing and arranging.There are some superclass words in the real examination questions,such as the main two-word words,idioms,ancient words and proper nouns.Based on the requirements and characteristics of real examination questions,this paper analyzes the type of errors from five aspects: textual errors,the basic format and punctuation errors,grammatical errors,lexical errors,errors of Chinese characters.Among them,textual errors and grammatical errors are the focus of this study.Textual errors can be divided into two types,textual errors based on the abbreviation of genre requirements and based on textual cohesion.Textual errors based on abbreviated genre requirements can be subdivided into ten categories: missing titles or inappropriate headings,improper length,missing topics,incomplete topics,incorrect separation of paragraphs,improperly detailed,"Six elements" of defects or to write an element of errors,abbreviations added their own subjective views,the errors of direct speech divided into indirect speech,and the framework of the article,narrative order,and narrative personal contrary to the original.Textual bias based on textual cohesion is divided into five categories: referential bias,substitution bias,omission bias,connection bias and lexical cohesion error.Grammatical errors can be divided into five categories: omission,mis-added,mis-substitute,mis-order,and miscellaneous.This paper also discusses the causes of errors in students’ compositions,including negative transfer of mother tongue,negative transfer of target language,students’ avoidance strategies,teachers’ lack of discourse,grammar teaching awareness,etc.,and proposes corresponding teaching strategies.