|Other Abstract||This article is based on undergraduates majoring in Chinese and majoring in Chinese language international education at Lanzhou University’s International Cultural Exchange School, students majoring in Chinese at the Confucius Institute in Tehran, Iran, high school students with high Chinese proficiency in the Confucius Classroom at Daimi Middle School in Thailand, and other high school students with new HSK Level 5 and level 6 abbreviations of international students at and above level are used as the source of corpus, combined with advanced Chinese writing teaching and new HSK level 6 writing test requirements to analyze the types and reasons for students’text errors, and give specific teaching strategies.
This paper is divided into six chapters. The first chapter is the introduction, which introduces the reasons for the topic selection, the research value, the status quo of domestic and foreign related research, the research methods and the key difficult points of the research. There is no doubt that the new HSK Level 6 writing belongs to the category of advanced writing. In order to better link the Level 6 test with advanced writing teaching, Chapter 2 consists of two parts. The first part is the training objectives and teaching of advanced Chinese writing. The principle and teaching content are analyzed and summarized. The second is the analysis and summary of the test form, test difficulty, and scoring standard of the new HSK Level 6 writing, and 15 sets of real questions are selected from the number of words, genre, subject matter, narration order, reasoning after narration, and characters analysis of the number and other aspects in order to prepare for the new HSK Level 6 writing part from the perspective of advanced writing, so that students can pass the Level 6 exam and improve their writing skills.
The third chapter is a discourse error analysis of the collected 169 corpuses, which mainly includes two parts: discourse knowledge errors and other discourse errors. Among them, discourse knowledge error is the focus of this part of the study, and the analysis of this part is carried out in three aspects. First aspect is textual content errors are analyzed in terms of communicative intent, text events, discourse, and stylistic style;second aspect is that text structure errors are analyzed in terms of headings and paragraph arrangements;finally, textual structure errors are analyzed in terms of connection, omission, lexical cohesion, the five aspects of substitution and thematic structure are used to analyze text language errors. Although Chinese characters, vocabulary, sentence patterns and other content are the focus of teaching at the basic stage. due to the high frequency of use, there are still many problems in the sixth level writing, and they will have an important impact on the coherent expression of the text. Therefore, this part also briefly analyzes the errors of Chinese characters, words, word order, tense, sentence pattern, and punctuation.
The fourth chapter is mainly made up of statistics and the analysis of the causes of discourse problems. First, the number and proportion of various types of errors are counted. Then, the differences between Chinese and foreign languages, the influence of teachers, textbooks, courses, mother tongue and target language, and the four aspects of writing question types analyze the causes of discourse errors.
The fifth chapter is based on the perspective of advanced writing, according to the types and causes of text errors, from the six levels of examination requirements, teachers, and students, it puts forward the emphasis on the cultivation of students’abbreviation examination ability, from reading speed, reading comprehension ability, Training in six aspects: short-term memory, generalization ability, expression ability, and Chinese character writing ability;strengthening the teaching guidance of writing, including increasing students’learning of discourse knowledge, thereby enhancing students’discourse awareness, and adopting self-understandingin teaching content. "Up and down"and "top-down"gradual language penetration model;emphasis on discourse practice, including discourse practice from the macro and micro levels and targeted training;emphasis on the standardization of abbreviations, including the abbreviation format and the standardization of writing;the use of comprehensive evaluation methods and other teaching suggestions, in order to improve students'writing level and meet the practical needs of passing the HSK Level 6 test. In addition, it also gives an overview and after-class reflection on the sixth level writing tutoring courses that the author has taken. The last chapter is the concluding part, sorting out the research ideas, results and shortcomings of this paper.|