Interlingual Syntactic Errors in Chinese EFL Learners’ Writing
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This paper examines syntactic errors in 50 Chinese college EFL learners' writing. The syntactic errors include the following errors of ‘run-on sentence’, ‘subject ellipsis’, ‘word order’, ‘conjunction’, ‘relative clause’, and ‘subject-verb agreement’. Their error rates are 32.20%, 28.00%, 17.79%, 11.01%, 7.62%, and 3.38%, respectively. We argue that syntactic errors are the gravest ones in writing because they give a bad impression to the rater. We propose that all these errors are caused by interlingual differences between English and Chinese, mainly derived from different language typology with the former as a hypotactic and the latter as a paratactic language. Accordingly, Chinese EFL teachers are suggested to explicitly teach their students English grammar via directing their attention to these interlingual syntactic differences.
Abstract
This paper examines syntactic errors in 50 Chinese college EFL learners' writing. The syntactic errors include the following errors of ‘run-on sentence’, ‘subject ellipsis’, ‘word order’, ‘conjunction’, ‘relative clause’, and ‘subject-verb agreement’. Their error rates are 32.20%, 28.00%, 17.79%, 11.01%, 7.62%, and 3.38%, respectively. We argue that syntactic errors are the gravest ones in writing because they give a bad impression to the rater. We propose that all these errors are caused by interlingual differences between English and Chinese, mainly derived from different language typology with the former as a hypotactic and the latter as a paratactic language. Accordingly, Chinese EFL teachers are suggested to explicitly teach their students English grammar via directing their attention to these interlingual syntactic differences.
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