1、 Introduction

By analyzing data from the HSK Dynamic Composition Corpus 2.0, this study explores the differences between Chinese Heritage Language Learners (HCLs) and Chinese Second Language Learners (CSLLs). Research has found that the use of Southeast Asian Mandarin vocabulary and grammatical phenomena by Chinese students in their compositions is often misjudged as errors. The article emphasizes that overseas Chinese language education and Chinese language teaching for Chinese students studying in China should be regarded as heritage language teaching, rather than atypical second language teaching. At present, these two types of learners have not been clearly distinguished in Chinese language teaching and research, leading to a series of problems. The article reviews the research progress on inheritance language and its acquisition, and points out that there are significant differences in language abilities among inheritance language learners, and initial language abilities have a significant impact on their subsequent learning. The article selects typical vocabulary and grammar phenomena of Singaporean Mandarin and Malaysian Mandarin, analyzes their performance and error labeling in HSK essays, as well as their differences from other Chinese learners. Research has shown that distinguishing between HCLs and CSLLs is crucial for teaching methods, curriculum design, textbook development, and language proficiency testing.

2、 The Performance and Error Marking of New and Malaysian Chinese Characteristic Words in HSK Composition

Analyzed the performance and error labeling of characteristic vocabulary in Singaporean and Malaysian Mandarin in Chinese Proficiency Test (HSK) essays. The research involves nouns such as' dang er ',' quality ', and' ba xian ', verbs such as' help' and 'enable', and adjectives such as' superior '. 'Danger' is common in Singapore and Malaysia Mandarin, but is often marked as a bias in HSK essays. 'Quality' in Singapore and Malaysia Mandarin has the meaning of 'quality' or 'quality', which is different from Mandarin. Its use in HSK essays is often marked as incorrect. As a percentage expression, "Baxian" is widely used in Southeast Asian Mandarin, but it is also often marked as an error in HSK essays. The verb 'help' has multiple uses in Singapore and Malaysia Mandarin, and differs from Mandarin. Its use in HSK essays is often marked as incorrect. The verb 'make' is equivalent to 'make' or 'let' in Mandarin Chinese in Singapore and Malaysia, and is often marked as an error in HSK essays. The adjective 'superior' can be paired with 'achievement' and 'performance' in Singapore and Malaysia Mandarin, which is not common in Mandarin, and its use in HSK essays is often marked as biased. Research has shown that these errors may stem from students' mother tongue transfer or Mandarin usage habits, rather than just acquisition errors.

3、 The Performance and Error Marking of the Distinctive Grammar Structures of New and Malaysian Mandarin in HSK Writing

Analyzed the performance and error labeling of grammar structures unique to Singaporean and Malaysian Mandarin in Chinese Proficiency Test (HSK) essays. The study selected structures such as "predicate+return", "V single acquisition", and "acquisition+VP" as research objects. Among them, the "predicate+reply" structure has a special extended meaning in Singaporean Mandarin, such as "reply". However, in HSK essays, the use of this structure is mainly biased by students from Singapore and Malaysia, but not all uses are marked as errors. The verb complement structure "V single gain" is common in Singapore and Malaysia Mandarin, such as "kao gain", which appears frequently in HSK essays, but many uses are incorrectly labeled as errors. The passive structure of "gain+VP" is also common in Singapore and Malaysia Mandarin, such as "gain", but it is also incorrectly labeled in HSK essays. Research has shown that these structures are unique features of Singapore Malaysia Mandarin, rather than errors in the learning process. There are issues with insufficient and inconsistent labeling of errors in HSK essays, which may have a negative impact on the international dissemination of Chinese.

4、 Conclusion and Discussion on Related Issues

In HSK essays, the Chinese expressions of Chinese students are mistakenly regarded as acquisition errors, which is similar to the way global Chinese second language learners handle them. The HSK exam cannot distinguish students' specific language backgrounds and ethnic identities, but this situation needs attention and change. There are significant differences between Chinese heritage language learners and second language learners, which require accurate understanding and effective measures to address. The development of global Chinese language research and international Chinese education requires us to reconsider the new changes in global Chinese language education, including the top-level design of Chinese language education, the status and role of different Chinese language variants, and the handling of Chinese language proficiency tests for overseas Chinese youth. The experience of global English teaching and global Chinese language research provide ideas for the flexibility of Chinese/Chinese language teaching and testing standards, including the diversification and dynamism of teaching standards, curriculum design, teacher training, and testing and evaluation. In order to no longer classify the normal language output of Chinese students as acquisition bias, multiple and dynamic standards need to be adopted in corpus construction, teacher training, and testing. The change in evaluation standards is crucial for promoting innovation in the curriculum system and teacher training, as well as connecting Chinese language research with Chinese language education and international Chinese language education.