A Study On Errors And Strategies In Intermediate Chinese Writing Of Dari-speaking Afghan Student

This paper takes the linguistic materials of Afghan Dari language international students’ writing in Chinese intermediate level at Taiyuan University of Technology as the research object,This research was conducted by means of a questionnaire on 45 of Afghan Dari language international students at Taiyuan University of Technology at the intermediate level of Chinese writing.At the same time,the language materials of these45 international students’ Chinese intermediate level writing were collected,on the basis of this study,the 45 international students’ biases in their Chinese writing were analyzed and the causes of the errors were identified.In the end,teaching strategies and suggestions were proposed to address these errors and their causes.The questionnaire consists of two parts.The first part mainly focuses on the basic information of the learners,such as their age,gender,Chinese language level and the purpose of coming to China to learn Chinese.The second part is a survey on the bias phenomenon of Afghan Dari international students’ Chinese intermediate writing,such as words,grammar and discourse.Based on the statistics and analysis,this paper concluded that there are word errors,grammatical errors and discourse errors in the Chinese writing of Afghan Dari students,and these errors have seriously affected the quality of Chinese writing of Afghan students.There are two main reasons for the bias in the intermediate writing of Afghan Dari students: first,the individual learners’ reasons.These include negative native language migration,the influence of generalization of Chinese rules,and lack of interest in Chinese writing;second,the causes of classroom teaching.These include teachers’ insufficient teaching of writing,relatively rigid teaching content,high difficulty of Chinese writing classes,and insufficient teaching materials.In the end,targeted teaching strategies are proposed.Firstly,strategies for learners.These include reducing the influence of Dari,paying attention to the differences in Chinese writing rules,strengthening personal learning,and promoting more thinking and practice.Secondly,for classroom teaching.This includes improving teacher instruction,using a variety of pedagogies,using rich writing strategies in teaching activities,developing and strengthening learners’ awareness of the appropriate use of writing strategies,enhancing targeted teaching materials,and using multimedia for instruction.