The Investigation And Errors Analysis On Chinese "Shi" Sentence Acquisition Of Mongolia Students

"Is" sentence is an important modern Chinese sentence type, the frequency of its appearance is very high. "Is" sentence in the specific use is flexible and complex, so foreign students will feel it difficult when learning "is" sentence. When I served as a Chinese teacher in Mongolia, I found the Mongolian students often made mistakes in the acquisition of "is" sentence. And the current academic study on Mongolian students'acquisition of "is" sentence is still very weak with very few research results. On the basis of the ontology, by using the corpus collected, in the guidance of the interlanguage theory, with the use of contrastive analysis, error analysis and other methods, this paper attempts to discuss and summarize the error types and error reasons in Mongolian students'acquisition of "is" sentence, and try to give some teaching suggestions which may provide some meaningful help to Chinese teaching in Mongolia.This article is divided into five parts:The first part introduction describes the origin of this research and the significance of the research,the research of sentence, from the ontology, second language teaching and Chinese learning for the Mongolian people, the research results and inadequacy about "is" sentence have been summed up within the academic fields. And it introduces the scope of this study, research theory and methods.The second part introduces the definition of "is" sentence, and limit the scope of this study. A general summary of grammatical function and semantic features of "is" sentence has been made and details about how to deal with"is ... ... the"structure and detailed analysis on the location and usage of"de"in "is" sentence have been given.The third part gives a brief description of the source of the corpus and the process of acquisition. The questionnaire is the important part of the source of corpus of this article. The paper introduces the test object of questionnaire, questionnaire design, questionnaire implementation and gives a brief analysis of questionnaire data.The fourth part summarizes the errors of omission the errors of addition and the errors of word order by observations and analysis of the corpus collected, and comes to the causes of errors from four aspects that include the complexity of "is" sentence, negative transfer of mother tongue, negative transfer of target language and the influence of learning environment.In the fifth part, after the analysis of error types and causes of errors,according to some thought of teaching Mongolian students "is" sentence, we give several recommendations like making comparison of right and wrong the mistakes that the students make, creation of scenarios, more training and essential teaching and strengthening review from strengthening the ontology the difference between Mongolian and Chinese which we should have a clear understanding. On the basis of this teachers can make more effective forecasting, make students avoid errors and make a more reasonable explaination of the errors situation to help students improve their learning efficiency.Finally, the conclusion part summarizes the main contents of the article,and also shows the unresolved issues and the deficiency of the research. In this paper, foreign language teaching as a starting point, the "is" sentences selected in the paper do not cover all "is" sentences,only refer to the actual teaching situation and more typical sentence of the students'error. Error analysis is not detailed enough to explain clearly. some are shallow, rough and not deep enough which needs to do further study and research.I hope teachers can give me some corrections and suggestions.