The Erorr Analysis On Mongolian Pupils Learning Chinese Verbs And Suggestions For Teaching Strategies

In recent years, the Chinese language teaching was developing rapidly in Mongolia.According to incomplete statistics, over30universities and more than30primary and secondaryschools in Mongolia offer Chinese courses, most of them in Chinese teaching and part of themare specialized Chinese schools. At present, the number and scale of the Chinese schoolafter English school in second place in the foreign language teaching in Mongolia. TheChinese language has become Mongolia’s second largest foreign language afterEnglish.However, due to many reasons, there are still many errors in Mongolian students tolearn and use Chinese verb. At present, the researches on Chinese interlanguagevocabulary have achieved fruitful results. But the studies of error analysis of specializedresearch on the Mongolian students learning Chinese vocabulary are quite few, as forthe error analysis of specialized study on the Mongolian students learning Chinese verbare much fewer. Based on the students of different ages learning Chinese verbs willappear different errors. For instance,9years old pupils,16years old middle schoolstudent,23years old undergraduates,45years old adults, they are all beginners forlearning Chinese. But different ages will lead them to appear different errors by theirdifferent comprehensions, different acceptance, different social experiences anddifferent memories. So the corresponding teaching strategy was proposed in this paperthat is mainly aimed at Mongolian pupils to classify the type of errors of learningChinese verbs and analyzes the reasons.During the period of teaching in Mongolia, the author collecting the records likesentences, compositions, and daily oral communications written by the pupils ofChinese-Mongolia friendship school, UB· RITAN school, He Xi Ge school. Thecorresponding teaching strategy was proposed in this paper from the perspective of lexical semanticsthe exhaustive statistical analysis was conducted on corpus, summarized the verb errors types and characteristics and analyzed the reason that led to errors. In hopes of this paper couldcompensate a blank area of the research, and could play a useful reference for the staff ofstudied the Error Analysis on Mongolian Pupils Learning Chinese Verbs, front-line staffof the Chinese language teaching in Mongolia, as well as compilation of theMongolian-Chinese and Chinese-Mongolian dictionaries and other reference books.The main parts of this paper leave in chapter2、3、4、5and6. The performance of"subject+object+predicate"error type, the reason and teaching strategy was analyzedin chapter2. The performance of VP ellipsis error type, the reason and teaching strategywas analyzed in chapter3. The performance of "V+have"error type, the reason andteaching strategy was analyzed in chapter4. The performance of "predicate verb+object+predicate verb"error type, the reason and teaching strategy was analyzed inchapter5. Chapter6analyzed two lower frequency error types, which include the errortype of "have+S"and the error type of object ellipsis after verb.