Reserch And Analysis About Errors Of Russian Students In The Learning Process Of Modification Center Struction

Given the structure of the Chinese and Russian have a grammatical components.Chinese belongs to the Chinese Sino-Tibetan language family, it is an analyticallanguage, which is itself not a Chinese word order is relatively fixed morphologicalchanges in the presentation syntax relations, the Chinese make use of the word orderadjustment function words. Therefore, it is a simple attribute, or a number ofattributive, are all placed in the center of the words; Russian belongs to theIndo-European Slavic language family, which is a comprehensive language, there is awealth of morphological changes, quantifiers, modifiers and so need center remain, anumber of cells or the same, said on the grammatical relations, Russian With richmorphological changes. Russian word order is more flexible word order arrangementwith a mandatory sentence is rare, said the attributive and the center of the semanticrelations, attribute either in the words of the Centre, but also in the center of language.Chinese and Russian, set in the structure of the largest difference also lies in the wordorder: individual attributive attributive and the center of language word order, anumber of attributive attributive word order, the Russian students in the structuregiven in word order learning is prone to bias. Chinese use of attributive symbol "" isalso given by the Russian students structure a difficulty in the acquisition process. TheChinese "have multiple identities: The tone of the word"",""structure, attribute flag"the ". Russian students representing different grammatical meaning of thephenomenon of synonyms held exclusion and fear of psychological, Russianvocabulary grammatical meaning of the change is reflected in the word form, therichness of inflection is reflected in the suffix on the inflections and does not changeis obvious.. Russian students to "grasp" word looming problem. In order to deepen itsunderstanding, the paper ready to discuss the acquisition of Russian students ofChinese fixed structure from the following aspects.The first chapter is the preamble, the object of this paper, overview of the academic achievements of papers on related topics from the body and foreignlanguage point of view, and then describes the reference language acquisition,contrast, error analysis and interlanguage theory.The second chapter focuses analysis, in contrast, constitute the Chinese andRussian attributive center language syntax components; comparison of Chinese andRussian word order given in the structure; also explain how to properly use theChinese given sign of structural and attributive center language between with whatmeaning relations.The third chapter is given the Russian students the acquisition of structural biasanalysis, the bias has two main sources, the first test obtained through the classroomto answer and written assignments, through case tracking and survey. Bias biasbecause not a single, both negative transfer from the mother-tongue Russian, Chineseset structure to recognize the lack of other reasons. Finally, for the Russian studentsgiven structure acquisition problems, the author from the perspective of teaching,teachers, curriculum own advice...