The Research On The Comparison Sentences With "Bi" Character In The View Of Contemporary Chinese As A Foreign Language Teaching

This paper has a fully description and explanation on the concept, features, functions, and types of the Chinese comparison sentences with "bi" character based on modern Chinese and foreign language teaching with structuralism, second language acquisition and language teaching theory as a framework for thinking and writing ideas. At the same time, it undergoes a research on the language bias made by Mongolian students, summarizes the types of errors and analyzes error causes. Furthermore, it designed teaching strategies according to error types and grades of students.This article is divided into three parts:the research on the body structure of comparison sentences with "bi" character; research on the errors in acquiring; research on the teaching strategies.In the part of body structure, the investigation and teaching achievements of modern people and sages on body structure is described, pointing out the existence of differences. Based on the literature review, it also makes the definition of comparison sentences with "bi" character clear, and investigates the composition of typical sentence. According to typical "bi" sentence structural items, it summarized the "bi" type:general "Bi" sentences and special "bi" sentences. According to characteristics of conclusion item in "Bi" sentences, the conventional "bi" sentences can be divided into three types and twelve categories. The special "bi" sentences can be divided into three types and ten categories from the semantic and comparative point of view. This paper describes various kinds of "bi" sentence structure and semantic features.The part of acquisition errors surveys the errors committed by Mongolian students from International Chinese Education Master of Arts in Inner Mongolia Normal University and International Student from Mongolia in Inner Mongolia Normal University, using questionnaires, interviews and other methods. Errors are analyzed based on the survey, and error types will be summed up as word order errors, misuse bias, hybridism bias, wrongly plus errors and omissions five types; the causes of errors are summarized as follows:the negative influences of mother tongue, wrong analogy, to avoid difficulties, the same hormone interference.The part of teaching strategies introduces the teaching strategies of modern Chinese "bi" sentences and discusses teaching strategies designed according to error types and students'levels. Highlighting the use of the contrast approach, the default teaching, coaching instruction, strengthen teaching and random teaching. It stresses the teaching of adverbs, prepositions, auxiliary words, word orders and so on. "bi" sentences teaching style is designed according to the different levels of Mongolia studentsIn writing this article, I made great efforts to absorb and use some important theories of modem linguistics, second language teaching theories, such as structural theory, theory of error analysis, interlingua theory and so on. This paper not only pay attention to mining the body characteristics of "bi" sentences, but also adhere to the language teaching context, to the principles and methods of the combination of the ontology and teaching theory, static and dynamic, description and explanation, combining not only knowledge of mankind valuable experience, but also making up for the shortage. So the topics and writing of this paper is conducive to deepen knowledge of modern Chinese "bi" sentences, guiding people's use of language, and has a practical and reference value to improve the mother-tongue teaching, foreign language teaching and Chinese Teaching for minorities, especially for Chinese teaching of Mongolia students.