Analysis Of Chinese Grammatical Errors Of Middle And Senior Students In Remote Chinese Schools In Cambodia

In recent years,the research on Chinese language education in Cambodia has gradually increased,and Chinese schools have been emphasized as the main support for Chinese language education.The existing studies on Chinese schools are mainly focused on the more economically developed areas such as Phnom Penh and Siem Reap,but there are fewer studies on the remote Chinese schools which are lagging behind.There is a need for further research on remote Chinese schools because of the differences in development and teaching appearance between remote Chinese schools and Chinese schools in developed areas due to factors such as geographical location and the quality of teaching.Due to the discontinuity of Chinese language education and the increase of nonChinese students,Chinese language in Cambodia has become a second language teaching,and students’ language expression and communicative skills have become the main goal and the embodiment of teaching quality.In the second language learning process,students will make various grammatical errors,which will affect their language proficiency if not corrected in time.The Chinese language level of students is a key factor affecting the source of students,especially for remote Chinese schools which are lagging behind in economic development.The existing studies on grammatical errors in Chinese schools are mainly focused on developed regions,and the studies are mostly focused on a specific type of errors,so it is necessary to study the overall grammatical errors in remote Chinese schools and put forward corresponding measures.The Mongkol Borei Public Chinese School in northwest of Cambodia has both the similarities and the personalities of Chinese schools.It is the epitome of Chinese language education in remote Chinese schools with lagging economic development,and it is also the main support of Chinese language education in Banteay Meanchey Province.Guided by the contrastive analysis hypothesis,the interlanguage hypothesis and the error-analysis theory,the author analyzes the 305 pieces of effective corpus collected from the students in grades five,six and seven in the Mongkol Borei Public Chinese School according to the errors of omission,addition,substitution,ordering and blends,by combining teaching practice,communication with the volunteers,and by means of contrastive analysis,error-analysis and questionnaires,summarizes the highfrequency errors and establishes a grammatical error profile of School.The analysis shows that students were involved in all kinds of errors,and the proportion of errors from high to low is the errors of addition,substitution,ordering,omission and blends.Combined with the previous studies,the author finds that students’ grammatical errors have both similarities and differences compared with Chinese schools in developed areas.Therefore,according to the characteristics of remote Chinese schools in the Mongkol Borei Public Chinese School,combined with the current situation of the school and teaching practice,the author analyzes the causes of the errors from three aspects of language,teaching and culture,and puts forward targeted measures,in order to enrich the research on Chinese grammar teaching in Cambodia,bring inspiration to other remote Chinese schools,and promote the development of Chinese language education in Cambodia through the study.