Error Analysis Of Chinese Attributive Acquisition Of Russian Students

Chinese attributive is one of the key and difficult points of Chinese grammar.Chinese and Russian belong to different language families,and there are great differences in attributive grammar.Influenced by Russian mother tongue,Russian learners often make mistakes in Chinese attributive acquisition.This paper makes a comparative study on the structure and classification of Chinese and Russian attributives.In the study,it is found that Russian learners are often affected by the negative transfer of their mother tongue and the generalization of the target language in the process of Chinese attributive acquisition,such as the misuse of "de",the order error between attributive and central language,the order error of multiple attributives,and the error reduction of quantifiers when quantifiers are used as attributives.Chinese attributive is a very important grammatical point.How to learn Chinese attributive well has gradually become one of the important topics in the research of international Chinese education.Chinese and foreign scholars have made fruitful achievements in the field of Chinese attributive research,but there are few achievements in the study of Chinese attributive errors of Russian learners.From the perspective of teachers,there are some problems,such as incomplete knowledge structure,monotonous teaching methods,lack of pertinence,interest and effectiveness.In teaching methods,teachers focus on unilateral introduction and explanation,and fail to grasp students’ interest points.From the textbook level,the number of attributive exercises is not enough,the type of questions is single,and it is lack of pertinence.Through the above analysis,this paper believes that the key to solve the problem is to introduce the comparative teaching method.Therefore,through the study of Russian learners’errors in the acquisition of Chinese attributes and the causes of errors,this paper puts forward some suggestions on Chinese attribute teaching,learners’ personal learning methods and textbook compilation.