Chinese Language Teaching For Turkmen Students

In this thesis, two language pronunciation, vocabulary, grammar, do a comparative study of three, summarizes the similarities and differences of soil from three angles Han elaborated on the issue of Chinese language teaching Turkmen students point of view. Thesis ideas are as follows:first, the first part on Turkmen students study Chinese language teaching situation. After my study and practical experience, plus some reference document discusses the situation of Chinese teaching in Turkmenistan. The main contents are "Teaching", "foreign language", "comprehensive approach", "HSK", "teaching discourse" and cultural differences. "After my visit and found that the Turkmen students practical experience of teaching Chinese problem. Main Write the contents of the "classroom atmosphere", "the attitude of students HSK", "learning stress" the three questions. Second, the second part, mainly about general characteristics of Chinese language teaching and teaching methods. Contents include:characteristics of Chinese speech (sound, vowel pronunciation and intonation), characteristics of Chinese vocabulary, Chinese grammar features, and its teaching methods and skills. Third, the third part is the core of this thesis:Comparison of soil and the basement of Chinese Language and Chinese language teaching methods and student skills. Dialect speech from the start with the basics, covering the soil of Chinese tone, vocabulary, grammar, comparative open for Turkmen described teaching methods and skills of Chinese students. Contents include:Chinese tone contrast soil (soil Han Sounds contrast, soil Han consonant contrast); soil Comparison of Chinese vocabulary words for the explanation of Turkmen students (with context to explain vocabulary, combining morphemes and word formation to explain vocabulary, with words in the vocabulary to explain relationships and aggregation relationships, compared with synonyms or antonyms to explain; soil Han Turkmen students to compare and fit the syntax of Chinese Grammar (Talk Law, props demonstration method, action, demonstration method, for example, France). the last note of the recommendations of learners and educators. Fourth, more than on. of students engaged in Turkmen Chinese language teaching advice. In the teaching process, the teacher must personally show students watch the pronunciation of each letter when the position of the tongue as what. For example:Chinese in the zh [ts], ch [ts], sh [s],j [t(?)], q [t(?)], x [(?)]and r [z] phoneme pronunciation, Turkmen students difficult to pronounce. Turkmen students generally the Chinese in the zh [ts], ch [ts], sh [s],r[z] with the native language of the j [d(?)],c[t∫],s[∫], r [r] pronunciation did not distinguish clearly:that (zhi dao) read as j [d(?)] i dao, dinner (chi fan) read as c [t∫] i fan, master (shi fu)-s[∫] i fu. I believe that an important reason for the native language of the j [(?)],c [(?)], s [∫] sound is mixed lingual lobe, when read in Chinese sounds like the zh, ch, sh and j, q, x s between a sound, therefore, basement when the students were just beginning to learn Chinese Pinyin is the Chinese that their own mother tongue with the letter sounds the same. Again, the Chinese in the r is a retroflex voiced through sounds, native language of the r [r] as a tongue trill, which is written on the same-with the Pinyin dialect r r [r] looks like the same. Therefore, the Turkmen students to easily visually misleading:Sunday (zhou r [z] i) read as jou r [r] i, Japan (r [z] i ben)-r [r] I ben, people (r [z] en)-r [r] en. This is due to negative transfer of native students in reading are not caused by Tuku bit of reasons-will not free to tip trembled.Words of Chinese is a kind of Chinese characters, word-formation by stem and affix, morpheme, e. g. ChanChunCi and ChanChunCi points by a morphemes constitute, adjectives itself without comparison level change, it is to be in commonly expressed appending adverbs words without lattice, pronouns changes, there is no numerals hagrid changes. Turkmenistan language is a kind of pinyin type text from right to left, in writing, presented vowels and consonants have meet suffix additional element, the phenomenon of a phoneme, ChanChunCi fall by multiple morphemes constitute dialects, adjective has comparative level changes, pronouns generally have case change, when used as a noun in numerals, several, say, lattice changes. Verbs have voice, move, denial, doubt, type, grammatical categories of when and person. In explaining words, the teacher should contrast analysis of soil han two language vocabulary, and be good at using the similarities and differences in specific contexts mean. Grasp the words Chinese not strictly change shape function that sequence and is important grammar means, has the rich classifier and modal particles sentences can park modal particles may be repositioned sentence the tail. In the dialect grammar inside, says form dialects verbs can be divided into declarative3, precess, pray, among them, the statement that type of actually exists in action, indirectly, that later found or speculation, and action of the estimated the execution whether it should be, necessary and may wait and distinguish between straight Chen, chen-tai, replicated type, a contingent type, the deserved type, must type, may type gradation category, qi make type also includes lists worry, desire some change form, meaning and adjectives word-formation is difficult, with additional dialects adjectives can set of legal, overlapping method, method of composition. In Turkmenistan in Chinese grammar teaching, can use the method of acting, for example, property demo method, method and way of dialogue. In t Turkmenistan to teach Chinese teachers are required to have a reasonable knowledge reserves and teaching, it also requires the ability in the actual operation of more often should reflect and summarized, in pronunciation, vocabulary, grammar, groping continually trying to find some interesting creative students, in order to suit to attract Turkmenistan student learning.