Revista simpozionului Eficiență și calitate în educație - 19 mai 2017 Eficiență și calitate în educație | Page 130

The second one is improper collocation, for example:
“Every day, my mother got up early and burned breakfast for us.”
The third is confusion of words, for example:
在北京的时候，我每天很忙写作业。
“When I was in Beijing, I was very busy with writing my homework every day.”
In the above sentence, “busy” is an adjective, cannot be followed by the object directly.
The last one is misuse of the measure words, for example:
“In the centre of the room there was a bonfire.”
The correct sentence is: ”In the centre of the room there was a pile of bonfire.”
3 Errors in grammar
The errors in grammar of Romanian students can be classified as the following: Improper use
of grammatical words, missing words and the improper arrangement of word order.
3.1 Improper use of function words
“Le” is the most common function word in improper use, for example:
那个星期玛丽就带了我去她志愿者组织的办公室。
“Marie took me to the office of her volunteer organization.”
In the sentence with verbal constructions in series, the aspect particle "le" is usually placed
after the last verb.
In addition, “de” is the function word with the most frequent appearance in the improper use, for
example:
我的最难忘的事是当我去了热带雨林。
“My most unforgettable thing is that I went to the tropical rain forest.”
If there are two “de” in a sentence, the first “de” will be omitted in order to avoid repetition and
express oneself fluently.
3.2 Missing complement
For example:
“This dish, one person only takes about twenty minutes to cook.”
The correct sentence is “This dish, one person only takes about twenty minutes to finish.”
3.3 Improper arrangement of word order
For example:
“He likes to watch the game with his dog.”
The correct sentence is “He likes to with his dog watch the game.”
4 Errors in coherence
For Romanian students, most of the errors in cohesion focus on two points: misuse of
associated word and the lack of logical semantics.
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