A Contrastive Analysis Between Chinese Prepositions And Kazak Case Form And Teaching Demonstration

The study of Chinese linguistics has run a long course from the remote source, and it is fully represented in the study of Chinese preposition. On the one hand Chinese linguists have achieved considerable victorious fruits in this area, on the other hand it also has a clear display that specific research is a bit too much while systematic study is inadequate. Some researchers turn their back on the prepositions that don't cover in their language data. This is why teachers, especially teachers of foreign Chinese teaching, don't have anyone to rely on in actual teaching. In contrast to Chinese preposition, in kazak language there is not the part of speech that can be called preposition. In kazak language, case auxiliary and case inflectional ending are used to convey the grammatical meanings. On account of the difference between the two kinds of languages when kazak students learn modern Chinese preposition, their native language has a negative transference in terms of omission, addition and misuse of preposition. This dissertation brought forth the new classification of modern Chinese preposition from the perspective of kazak-Chinese teaching practice. The new classification changes the conceptions study from traditional ones. It tackles the problem of there is no system in the teaching of Chinese preposition, in the meanwhile it can provide a clear thinking and strong support for Chinese preposition and Kazak case form to resolve the remaining problems. Undoubtedly any new method needs testing truth by practice. After the practical application, the weakness of the new method will be fully revealed. We are supposed to sum up the experience and propose measures of improvements.In the introduction the dissertation briefly explained the current research situation of case and case auxiliary of Kazak language as well as modern Chinese preposition. And then the dissertation made a detailed analysis and comparison with the fifty-one prepositions expressed in Kazak in lexical curriculum of HSK, directing towards case inflectional ending and auxiliary. From among them we obtain the result of new classification of Chinese preposition. The author also performed an experiment on minority nationality students of preparatory course class in some Xinjiang institutions of higher learning. The result manifested that Kazak students made great progress in using Chinese preposition and they avoided many mistakes because of too many details into classification, especially...