A Study On The Aguisition Of Chinese Auxiliary Verbs By Russian Speaking Learners

China and Russia has a long history of cultural exchange. Since 1990, China has been growing rapidly in its national strength, and Russia has been experiencing great changes in its politics, economics and culture. The quick development of exchanges at different levels brings about a great demand for Chinese language talents. As a result, more and more Russian people or people who speak Russian as a second language begin to learn Chinese. While, the Chinese government and linguistic circle are trying to promote Chinese language. Chinese teaching schools, Chinese language and cultural centers and Confucius Institutes are becoming popular, and they carry forward the trends of Chinese learning, teaching and research. A"Chinese Culture Fever"in the world is now rising.Based on the theory of language transfer and the former studies, this paper compares Chinese and Russian language, and makes a detailed analysis on the acquisition of Chinese auxiliary verbs by Russian speaking students with the method of error analysis. It summarize the types of errors, and a corresponding teaching strategy is proposed in the hope that these might be helpful in teaching Chinese as a second language to Russian speaking students.The paper composes four parts.The first part is a general introduction. It introduces the development of teaching Chinese as a second language to Russian speaking people, the theories of teaching Chinese as a second language, as well as this research's aim, significance, researching method and innovations.The second part compares Chinese auxiliary verbs and correspon- dent Russian verbs. On the one hand, this part makes a systematic summary on various views of different researchers concerning auxiliary verbs expressing possibility, willing and necessities, and also it generalizes clearly the different meanings of the main auxiliary verbs, which might be helpful to the Chinese and Russian teaching. On the other hand, it also specifies the main correspondent Russian categories of above-mentioned Chinese auxiliary verbs, including verbs, adverbs and short-tailed adjectives, and makes a detailed analysis in the light of comparative linguistics.The third part calculates and analyzes the questionnaire. It introduces the designing work and the results of the questionnaire. Moreover, a careful analysis is made on the students'responses, and the reasons of errors occurred are discussed. In addition, it proposes teaching strategies accordingly based on the conclusion.The fourth part, The conclusion is drawn based on the analysis. The questionnaire shows the acquisition of some Chinese modal auxiliary verbs by Russian speaking students. The paper makes an analysis on the reasons why these errors occur, and also proposes a strategy to improve the teaching of Chinese modal auxiliary verbs.The innovations are shown in the following three aspects:First, the paper makes a systematic summary of different views on Chinese auxiliary verbs from the angle of teaching Chinese as a second language, and specifies meaning categories of main auxiliary verbs. These might help the future practice in teaching Chinese or Russian as second languages.Secondly, starting from Chinese auxiliary verb research, it reviews main Russian word categories involving auxiliary meanings, including verbs, adverbs and short-tailed adjectives. Detailed comparative analysis is made.Thirdly, a questionnaire is designed, and response data from 33 students are collected. These students'responses are counted and analyzed in accordance with the language transfer theory. The conclusion might be helpful to teaching Chinese as a second language to students who speak Russian as a first or second language.