Analysis Of The New HSK Level 6 Writing Problem Of Mongolian Students And Teaching Countermeasures Research

With the close ties between China and Mongolia in economics and culture,the number of Mongolian students studying Chinese in China is increasing.In the process of learning Chinese,listening,reading,and speaking are often emphasized by Chinese teachers and Mongolian students.The writing class is often lower than the top three in terms of teaching,but writing is relative to them.In fact,it is the hardest.First of all,Mongolia is in a non-Chinese character culture circle.The Mongolian characters are significantly different from our Chinese characters.Therefore,it is very difficult for Mongolian students to learn Chinese characters.Second,writing is a relatively comprehensive course.The skills of listening,speaking,and reading can be effectively completed on the basis of the skills.Therefore,students are required to have a high level of knowledge.Therefore,it is a process for students to be able to write Chinese correctly and freely.This requires the students to continuously study and apply what they have learned.At the same time,Chinese students studying in China need to take the Chinese Proficiency Test,the HSK test,to test their learning effects after conducting a stage of Chinese study.In 2009,in order to allow foreign students to learn Chinese better and communicate better in Chinese,Hanban has further optimized the old HSK exam and officially launched the new HSK exam.The new HSK exam is divided into two.Level 6 and the new HSK Level 6 is the highest level in the written test.This article analyzes the writing questions of the Mongolian students who are preparing to take the new HSK Level 6 exam and finds out that they are learning the new HSK Level 6 writing.The problems that existed at the time and explore solutions to expectations can help them solve the problems encountered in writing,improve their writing performance,and increase their passing rate in the new HSK Level 6 exam.This article has seven main parts.The introduction mainly introduces the research background,research status,research significance,research methods and the key points and difficulties of the research.The first part of the author gives a brief introduction to the theoretical basis of this paper,including information processing theory,language input and output theory,bias analysis theory and interlanguage theory.The second part introduces the status quo of the new HSK six-level writing of Mongolian students,including the general situation of the new HSK six-level writing and the new HSK six-level writing survey of Mongolian students.In the third part,through the analysis of the corpus of the new HSK six-level writing test questions collected by Mongolian students,the author points out the problems of Mongolian students in the new HSK six-level writing,mainly written level and grammatical level.The problems at the four levels of the discourse level and the pragmatic level,and a more detailed summary of each type of problem.The fourth part analyzes the reasons for the new HSK six-level writing problem of Mongolian students.The fifth part is based on the relevant theoretical basis of the writing of this article,combined with the investigation of the new HSK six-level writing of Mongolian students and their problems in the new HSK six-level writing,mainly from teaching suggestions and teaching techniques.The countermeasures for the new HSK six-level writing teaching for Mongolian students are put forward.The conclusion part is a summary and summary of the whole article.