A Diagnostic Study on the Current Level of Mongolian Students’ Chinese Writing Skills and Its Findings
DOI:
https://doi.org/10.65168/bs.222-9Keywords:
Chinese Proficiency Test (HSK), Teaching methods, Chinese language teaching, Students, Student-centered educationAbstract
A diagnostic study of 400 Mongolian students learning Chinese shows that the biggest difficulty is writing Chinese characters, which prevents most learners from writing anything beyond simple sentences. Writing scores in HSK exams are also the lowest due to character errors, poor grammar, and weak sentence structure. Only about one-third can write short compositions or use grammar correctly. Students believe writing skills are essential for their future but feel current teaching methods and support are insufficient. Over half request innovative teaching methods, and most students need better digital tools—such as apps and online platforms—to improve their writing skills.
References
Liu Ying Lin, Ma Jian Fei, Hu Zi Yuan. (2021). Хэл бичгийн стандарт.
Guan, C. Q., Perfetti, C. A., Meng, W. J. R., & Writing. (2015). Writing quality predicts Chinese learning. 28(6), 763-795.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy.
Harmer, J. (2004). How to Teach Writing.
Hyland, K. (2003). Second Language Writing. Cambridge University Press.
Jayanti, A. D. (2019). Students writing ability on english descriptive text at grade VIII in SMPN 33 Padang.
Ren. (2017). Deep Reinforcement Learning-Based Image Captioning With Embedding Reward.
Ren, B. N. (2017). 对外汉语写作教学模式研究. .
Tribble. (1996). Small corpora and teaching writing.
Williams. (2007). Transfer in context: replication and adaptation in knowledge transfer relationships.
Yang, L. (2013). 蒙古留学生汉字书写偏误分析及教学建议.
Ш.Лувсанвандан. (2005). Хэл, харьцаа, тэмдэг . Улаанбаатар: МУис-ийн хэвлэх үйлдвэр.
Э.Равдан. (2012). Хэрэглээний хэл шинжлэл (Хэл сурахуйн онол). Улаанбаатар: Соёмбо принтинг.
