An Analysis Of Chinese Errors Of Mongolian Junior Middle School Students In Dongwuqi Of Inner Mongolia And Suggestions For Teaching

Based on the field survey of Chinese teaching of Inner Mongolia Dongwu banner Mongolian Middle School, combined with error analysis and interlanguage system theory, through field interviews and data collection, this paper tries to make specific analysis and summary of errors of Dongwu banner Mongolian middle school Students in Chinese learning process. Combining questionnaire survey and interview results, the paper is trying to discuss the causes of errors in depth, and put forward the corresponding teaching strategies and improvement suggestions, in order to provide guiding reference for improving the quality of the Mongolian Middle School Chinese teaching.This paper is divided into four parts. The first part mainly introduces the basic situation and Chinese language teaching condition of the Dongwu Banner Mongolian Middle School. The second part includes two aspects of data collection and error analysis. Based on the error analysis theory, combined with semantics, cognitive psychology and Pragmatics, it generalizes errors of Mongolian Junior Middle school Grade Two students taught in Mongolian in Chinese learning process. The collected data are analyzed in four aspects of pronunciation, vocabulary, grammar and Chinese characters, according to the content of Chinese teaching. The third part discuss the factors which influence the effects of Chinese teaching, The fourth part puts forward specific recommendations to enhance the effect of teaching Chinese as a second language. On the basis of Chinese teaching situation investigation and student errors analysis of Dongwu Banner Mongolian Middle School.