This article is based on discourse construction theory and uses the writing discourse of senior students majoring in Chinese at Phibulsongkram Rajabhat University as the corpus. It analyzes the errors found in the subjects' discourse from both micro and macro perspectives. The micro perspective mainly includes three types of errors: lexical cohesion, grammatical errors, and connective errors. The macro perspective focuses on discourse content and discourse structure. Errors at the micro level are significantly more frequent than those at the macro level, with grammatical errors being the most prominent among the micro errors. The most common macro errors are in discourse format and segmentation. The author analyzes and summarizes common discourse errors in the writing of Chinese learners, discussing their impact on writing and providing teaching suggestions. Writing courses are typically only offered at higher levels. However, by the intermediate and advanced stages, learners’ written expression abilities have severely lagged, affecting their Chinese communication skills. Discourse errors not only affect the quality of learners’ writing but also constrain their language expression and intercultural communication abilities. Therefore, researching Chinese discourse errors and teaching Chinese writing to foreign learners has important theoretical and practical significance.
本文基于语篇构建理论，以披汶颂堪皇家大学汉语专业四年级学生写作语篇为语料，在语篇微观和宏观视角下分析了研究对象语篇出现的偏误，微观视角下主要包括词汇衔接、语法偏误和连接偏误三大类偏误。宏观视角下主要包括语篇内容和语篇结构两个方面，语篇微观视角下出现的偏误明显多于宏观视角下的语篇偏误，微观视角下语法偏误最为明显，宏观视角下语篇结构中的语篇格式偏误和语篇分段偏误最多。笔者对汉语学习者写作中常见的语篇偏误进行分析和总结，探讨了这些偏误对写作的影响及教学建议。在课程设置上，写作课通常只在高年级开设。而到了中高级阶段，学习者的书面表达能力已经严重滞后，从而影响了他们汉语交际能力的提高。语篇偏误不仅影响了学习者的写作质量，也制约了他们的语言表达能力和跨文化交际能力。因此，研究汉语语篇偏误及对外汉语写作教学具有重要的理论和实践意义。
