If you comes* to Guangzhou: Pedagogical implications of typical errors committed by students with Mainland Chinese background as revealed on an e-learning platform

Abstract

This article aims at revealing the inadequacy of an e-learning platform by examining a number of language errors found among a batch of freshmen (the participants) studying in a self-financing higher education institute in Hong Kong. The participants were selected since they share a common Mainland Chinese background. Meta-linguistic analysis of the errors compiled indicates that the students have both inter-language and intra-language errors, i.e. having difficulties in shaking off the interference from L1 as well as being unable to acquire a number of grammatical rules pertaining to forming syntactically legitimate sentences in L2. Given the dramatic increase of students with such background over the last few years within the tertiary realm, this article may help shed light on how future pedagogical preparations for more effective teaching can be enhanced with regards to such a platform. This article advocates that, it should better be equipped with the capability to issue automatic responses for students to engage themselves in self-studying.