Interlanguage Theory and Teaching Chinese as a Foreign Language (TCFL)

Interlanguage theory, based on language contrast and error analysis, began its wide application to second language teaching in the late 1960s and the early 1970s. Interlanguage and the occurrence of errors are a dynamic, natural process in language acquisition. In teaching Chinese as a foreign language, interlanguage and error types can be analyzed from the point of language communication and error occurrence modes. Relevant teaching strategies and methods can be used to improve language teaching results.