The Investigation About Chinese Comparative Sentence Acquisition Situation Of Mongolian Students

Chinese comparative sentence is a very important sentence pattern of modern Chinese. Also it is an important sentence pattern for Chinese as the second language. So far, there is no research result about Chinese comparative sentence acquisition situation of Mongolian student. So our investigation is an attempt and exploration. The primary stage of Mongolian students are the study objects of this paper. It focus on the Chinese comparative sentence acquisition situation of Mongolian student. Based on the Chinese comparative sentence ontology and the research result of the Second Language Acquisition Theory, it fixes on eight Chinese comparative sentence patterns according to the actual situation of the Mongolian students. After analyzing a large number of corpus, It summarizes the error reason and error pattern about Mongol students'comparative sentence learning. It comes up with some teaching suggestions and strategies.According to the collected corpus,we found the Chinese comparative sentence acquisition situation of Mongolian student include compare items errors, compare mark errors and conclusion items errors. compare items errors include compare items asymmetry, compare items sequence errors. compare mark errors include compare mark misuse errors, compare mark omissions errors, compare mark increase errors, compare mark sequence errors. conclusion items errors include compare value misuse errors, compare value omissions errors, compare value sequence errors, compare value increase errors, the degree of ingredients compared errors. conclusion items errors is of a very high rate of mistakes. It has been as high as 46.7%. Many of the causes of errors, because it is the initial stage of the students, largely affected by the mother tongue. The forms of Chinese comparative sentences are complicated and the marks are very rich. Students often adopt avoidance learning strategyin the learning process of Chinese comparative sentences. Some Mongolia Chinese teaching materials used in the presentation of Chinese comparative sentences are unreasonable. Chinese language teachers'teaching only attaches the importance of syntactic structure, ignoring the semantic and pragmatic constraints. These conditions will lead to the generation of errors. According to the induction and analysis of errors, combined with Mongolian students'specific circumstances of learning comparative sentences, we put forward some specific recommendations and strategies in our teaching of Chinese comparative sentences. We believe that teachers should strengthen Ontology learning and forecast teaching difficulty. We should combine syntax, semantics and pragmatics in the process of teaching. According to the arrangement of Chinese textbook on comparative sentences, combined with the actual situation of Chinese students in stages of teaching comparative sentences, teachers must correct the students'errors, strengthen students'memory and reduce the generation of errors.