An Analysis Of Mongolian Students' Acquisition Of Chinese Prepositional Errors And The Countermeasures

There is no morphological changes in chinese words, generally function words express grammatical function. The preposition is a class of Chinese function words. A Prepositions occupy very important role in Chinese teaching. There is a small number of Chinese prepositions, but it is used very frequently, and it’s meaning, role, usage in a sentence is complicated. Each prepositions has a variety of uses and it’s the difficult side of chinese teaching. So for most Chinese learners, correctly understanding the chinese preposition is one of the biggest problem. Especially for Chinese learners of Mongolia. Chinese and Mongolian languages differ into two different language family, because there is not such prepositions in Mongolian language. Postposition or auxiliary verbs are used when it comes to express Chines prepositions in mongolian language. So Mongolian students who is learning chinese are often confused about preposition usage, and there is not many research about prepositions for mongolian students. In this paper discuss about the situation of Mongolian students preposition acquisition and analysis of Mongolian students preposition acquisition error types and causes of errors, and puts forward some reference strategies for the preposition teaching for mongolian students. Method is based on the field investigation according to bias errors, semantic as the center, make Mongolian and Chinese language comparison, and on this basis analyse mongolian student’s acquisition error. Investigation of the preposition in a total of47, and analysing selection bias rate relatively high12prepositions. Study showed that the more prominent preposition errors mainly the following four types:prepositions, prepositional deletion of prepositions, prepositional redundancy, dislocation. The main reason is the influence of preposition errors because of negative transfer of mother language, the preposition itself and the difficulties in teaching and teaching materials. For these biases, we propose some teaching strategies: especially focus specifically on the similar preposition and the similarities and differences, word order to explain and practice to strengthen the preposition and related components, strengthen Mongolian and comparative Study of Chinese grammar, to solve the problem of specialized teaching materials for Chinese learners of Mongolia as soon as possible.