4.1 Misuse of associated word .
Romanian students prefer to use more familiar transition words , for example : “ She helped me to cut the meat , but I cut the vegetables myself .”
In addition , Romanian students also prefer to use causal connectives , for example : “ People are very busy every day , no time to relax or do something fun , so their living pressure is very big .” The correct sentence is “ Because living pressure is very big , people are busy working , every day , have no time to relax or do something fun .”
4.2 Lack of logic in a sentence and between sentences
For Romania students , the biggest problem they are facing is that when they are writing they do not know how and what to write . This results in written sentences with no logic in semantics , for example : “ I have to admit that my relationship with my father is the best , I look like .”
5 Error reasons and teaching strategies
There are three main reasons for Romanian students to produce the above-mentioned writing errors .
First , the situation in which students grasp Chinese language is unsatisfactory , and it has a lot to do with our teaching . Due to the lack of language environment , Romanian students will rely more on the teacher – how the teacher will teach , so they will learn . This requires us to pay more attention to pragmatic explanation in daily teaching and be more specific in the context of practicing , especially in those parts that are very different from European languages , such as word order , function words , complements , and so on . Second , there are obvious deficiencies in teaching materials , for example : Punctuation mistakes made by Romanian students in writing are mainly derived from the lack of relevant content of teaching materials , coupled with being neglected in teaching – students cannot get training . Besides that , the texts of the first five volumes of textbooks all are colloquial , so they begin to learn the written language too late . The model essays of the teaching materials are not only monotonous in genre , but also not strong in pertinence .
Third , Chinese major students are subjected to influences of negative transfer of mother tongue . In writing , they usually use the mother tongue to conceive the framework of chapter , make words and sentences . Then they translated into Chinese , so this naturally causes errors . Besides that , students of Chinese major at University of Sibiu also need to study English , therefore , they are not only influenced by their mother tongue , but also by learning English . The solution is to improve students ' Chinese sense of language and cultivate students ' Chinese thinking .
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4.1 Misuse of associated word.
Romanian students prefer to use more familiar transition words, for example:
“She helped me to cut the meat, but I cut the vegetables myself.”
In addition, Romanian students also prefer to use causal connectives, for example:
“People are very busy every day, no time to relax or do something fun, so their living pressure
is very big.”
The correct sentence is “Because living pressure is very big, people are busy working, every
day, have no time to relax or do something fun.”
4.2 Lack of logic in a sentence and between sentences
For Romania students, the biggest problem they are facing is that when they are writing they
do not know how and what to write. This results in written sentences with no logic in semantics,
for example:
“I have to admit that my relationship with my father is the best, I look like.”
5 Error reasons and teaching strategies
There are three main reasons for Romanian students to produce the above-mentioned writing
errors.
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