Analysis Of Language Use Errors In Chinese Composition Of Yanji No.13 Middle School

At present,the bilingual education in China in the development of national education major changes have taken place in the center of gravity.Its focus is from the 20th century based on the minority language model based on the national common language for the new age of the model.For minority students,the need to learn Chinese and master the ethnic language is more prominent.Good language skills are crucial to their current study and future work and life.Mastering and using the national common language is the only way for them to make progress and development,and a necessary condition for them to integrate into the Chinese community with a Shared future.In this paper,based on Yanji no.13 middle school Chinese language use situation,collecting the students final composition as bias corpora,use questionnaire as auxiliary.From the understanding of the Chinese character writing,vocabulary used and syntactic level,such as Chinese ontology based on bias analysis and interlanguage theory to analyze errors.Bias analysis aims at a comprehensive understanding about Chinese using status quo of middle school students,combined with the characteristics and factors such as language environment,to explore the rules of Korean students' Chinese language acquisition,and put forward appropriate.Suggestions aiming at weakness in language use,and to offer reference for bilingual teaching.This paper will be divided into five parts:the first chapter is the introduction,this chapter briefly introduces the purpose and significance of this topic,elaborated the research status of the second language learning for Chinese Korean,introduced this topic research scope and the main research method,and the main concept definition;The second chapter discusses the national primary and middle school Chinese course standard(compulsory education)requests and suggestions for Chinese learning in junior high school students,as well as the theoretical basis of the analysis of errors;The third chapter is the main part of this paper,which analyzes the learning of Yanji no.13 middle school as a corpus,sorts out the types of errors of Chinese Korean students in Chinese learning,makes statistical analysis of the errors in Chinese characters,vocabulary,syntax and other aspects,and obtains the distribution law of errors.At the level of Chinese characters,the error rate of other characters is higher,among which the error rate of near sound is higher than that of near form.In vocabulary level,the bias is the highest rate of utterances errors and nouns,verbs,adjectives,misuse of errors,because Chinese utterances using complex,and no sincerely,more difficult to distinguish,but more than content words and homophones,antonyms,synonyms,such as the complex relationship,on the whole,function more errors than content words errors;At the syntactic level,bias rate is high with mixtures and composition of spare parts of the sentence.Based on the interlanguage theory,the fourth chapter analyzes the causes from the aspects of the negative effects of interlanguage transfer,the greater difficulty of the target language and the over-generalization of the target language,the lack of urgency in students' learning motivation,the single construction of oral expression environment,the poor reading of Chinese,the insufficient attention to grammar teaching,and the insufficient training frequency and feedback.In chapter 5,according to the result of error investigation and the cause of error,the author puts forward the following countermeasures and suggestions for the current situation of language use errors in Chinese composition in Yanji no.13 middle school:strengthening the basic knowledge of language with students as the main body,creating a Chinese expression environment,strengthening the output of ability,strengthening Chinese reading to cultivate Chinese thinking,paying attention to the evaluation of composition practice and giving regular feedback to students.