Analysis Of Romanian Students' Elementary Chinese Grammar Errors And Teaching Strategies

With the promotion of the global Chinese language and the “Belt and Road” policy,the number of Chinese language learners in the world has been increasing.Problems in Chinese language learning have also attracted the attention of many scholars,and grammatical errors are one of them.By collating the previous research results,this paper finds that although there are many articles on grammatical errors of second language learners,most of them are mainly errors made by Southeast Asian students and Englishspeaking students in learning Chinese.Only nine articles have been studied by Romanian learners.In response to this deficiency,this article combines the teaching experience of the Confucius Classroom in Bistrita,Confucius Institute in Cluj,Romania,and collects corpora through classroom teaching,homework and reflection,questionnaires,test papers of students,etc.,Contrastive analysis theory,interlanguage theory as the basic theory,based on the investigation,collection,summary,analysis of corpora,this paper finds out and analyze 10 common specific grammatical errors of Romanian Chinese learners,including the misuse of "two" and "liang",the misuse of quantifiers,the misuse of negative adverbs "no","not",and "don't",the misuse of "too" and "very",and the misuse of the conjunction of "and",misuse of "many" and "lots of",misuse of "bi" sentence,misuse of adjective predicate sentence,misuse of question sentence and misuse of word order.Because Romanian and Chinese belong to different grammatical systems,most Romanian students have experience in learning a second language,and the main classroom language of Chinese teachers is English,so there are five main reasons for the errors,like negative transfer of the mother tongue,negative transfer of the second language,the over-generalization of target language knowledge,the learner's own factors,and the impact of textbook writing.Based on the above errors and their causes,this article puts forward relevant suggestions and countermeasures from four aspects: the relevance of teaching content,the diversity of teaching methods,the interest of classroom teaching,and the selection of teaching resources.I hope that it will be helpful for teaching Chinese elementary grammar in Romania.