Research On Writing Errors Of Key Words Based On New HSK Level 5

The new level of the Chinese Proficiency Test consists of two parts: the written test and the oral test.There are writing test questions in the written test paper.The writing questions are divided into three sub-categories.From the 91 st to the 100 th questions,the 91-98 questions are completed sentences and 99 questions are completed.Keyword writing,the 100 th question is to read the short text.Keyword writing is to give the candidate five words,using the words given,regardless of the order,to write an article about eight crosses.This paper mainly relies on the new HSK five-level keyword writing,mainly from the test questions and the essays of foreign students,that is,to examine the use of five keywords of foreign students,and to look at the students from such essays.The bias situation,on the one hand,strengthens the foreign students’ mastery of such questions,and on the other hand strengthens the awareness of discourse teaching.This paper is divided into six chapters.The first chapter is the introduction part of this paper.The author will describe the research purpose,meaning,method,corpus source and research summary.The research summary part of this paper will be from the author.On the one hand,it is about the current research status of HSK level five,on the other hand,it is a summary of the research status of textual grammar related to teaching Chinese as a foreign language;the second chapter is the analysis of the errors of foreign students’ keyword writing discourse It mainly introduces the test questions,and examines the types of errors in the discourse of the students from the aspects of grammatical cohesion and coherence of related words,and examines the characteristics of discourse errors and the causes of biases.The third chapter is the non-discourse of foreign students’ keyword writing.The analysis of biases,from the Chinese characters,vocabulary,grammar and other aspects of the description of the types of errors,summed up the characteristics of non-text bias and the causes of bias.The fourth chapter is to propose teaching and learning strategies.On the one hand,it is aimed at improving the awareness of discourse teaching for foreign language teachers.At the same time,according to the statistical data of bias,some teachers with higher bias rate should be in the process of counseling.Think of it as a key point and a difficult point.At the same time,it is necessary to strengthen the summary of the existing discourse results.On the other hand,for students,according to the bias statistics of this article,more attention should be paid to places with higher bias rates.In the process of preparing for the exam,we must focus on breakthroughs;the fifth chapter is the design of discourse teaching;the sixth chapter summarizes the research results of this paper,and points out the shortcomings and limitations of this paper in the research process.