중국어 학습자들의 작문 쓰기 偏误分析

This study determined results for practical materials in class curricula by examining issues arising in using prepositions and problems in teaching and learning processes through analyzing composition errors made by learners of Chinese at the undergraduate level. They commit the following types of errors: first, mistakenly using adverbs or omitting directional prepositions; second, mistakenly using resultant complements; third, using extraneous terms; fourth, committing mistakes in word arrangements; and fifth, incorrect use of grammatical rules and prepositions. This study aims to prevent these problems from becoming permanent issues. The results demonstrate that the learners must practice consistently, accuratelyunderstanding and utilizing Chinese grammatical rules. Moreover, learners of Chinese must practice writing combining learned contents and grammar,an danalyzing the causes of errors through proofreading. Fifth, Chinese composition programs divided into learning levels must be arranged. If teaching and learning are well connected, learner proficiency will increase and errors will be corrected.