In the process of learning the inter-language, it is common to make mistakes and errors for the Chinese learners. The errors and mistakes reflect the law of development of the learners‘ inter-language to some degree. When one is learning Mandarin Chinese in China, their teachers may tell you that there are various reasons causing the emerging of the errors and mistakes. It is maybe the interference of the mother tongue or wrong teaching methods or wrong acquisition of the inter-language. The errors and mistakes may result from the attempt of some certain grammar form, which means the conscious attention to some certain grammar points of the Chinese learners.

Let‘s take an example to explain this. The learners may say 我以前在北京工作 at the first place. But after a short time, he may change the sentence to我以前在北京工作了. The first sentence is right while the latter one is wrong. Is it possible that the level of the students is backwards? The answer is no. the level of the students is developing and advancing forward. The students may not know there is a word 了 in Chinese, so he can not use the word 了 in the sentence. But after the learning of the word 了 and the importance of the word 了 as an important grammar point, he begins to analogize and attempt to use the word with his limited knowledge of the Chinese grammar points and unilateral hypothesis.

For the Chinese learners, the hypothesis is not good to learn Chinese. During the process of learning Chinese, the teachers in Chinese language school may tell you not to try to make sentence after one has learned some certain grammar points. The limited knowledge of the grammar may lead you to errors and mistakes. After the attempt of the learners, the students may have to correct the errors and mistakes. The pattern attempt, errors, correction and re-attempt makes the learners develop his inter-language.

From the perspective of the behaviorists, the errors and mistakes should be avoided being made at the beginning and the correction of the errors and mistakes is urgent to avoid developing bad habits. The communicative-oriented teaching put more emphasis on the fluency of the communication. This kind of teaching thinks that the errors and mistakes will disappear to some certain stages and there is no need to correct the errors.
We hold the opinion that the above opinions are partially right. On one hand, there exists reason of the errors but we should notice the errors. On the other hand, we should not regard the errors as a huge mistake and criticize the students. We should analyze the causes of the errors and correct them accordingly.