Fundamental And Intermediate Mongolian Students Chinese Comparative Sentence Mistakes Analysis And Teaching Methods

Comparative sentence in modern Chinese is not equivalent to that in Mongolian language. In Chinese, there are so many various kinds of complicated forms of comparing and being so rich in comparative marks that Mongolian students, interfered by their first language, usually tend to make some errors that apply degree-adverbs directly into Chinese language without comparing. This is a cause of error. As a result, Mongolian students are likely to dodge comparative sentence in learning Chinese. Besides, Mongolian students pay more attention on syntactic structures, but not polysemy in semantics or restricted conditions in pragmatics. All of these can results in errors.In this essay, it starts with the perspective of second language acquisition, investigates types of errors by putting the fundamental and intermediate Mongolian students as the investigation target, taking examples from achievements in contemporary research in Chinese comparative sentence, adopting statistical analysis as well as questionnaire survey. In order to analyze and sum up types of errors made by Mongolian students in learning Chinese comparative sentence, it investigates characteristics in Chinese comparative sentence with its objective law of teaching, from which we can put forward teaching strategies and proposals, and, which can become relevant teaching theories and references.The main research contents in this essay include:fundamentally contrast Chinese comparative sentence with that in Mongolian language; comparison in differential comparative between Chinese and Mongolian; comparison in equal comparative between Chinese and Mongolian. Three kinds of errors in comparative can be summed up according to natural Chinese corpus, which are known as:order errors, adverbial errors, and errors in complement. Causes of these errors are analyzed according to aspects of negative transference in first language, over-generalization in target language, and learning environment. In addition, according to the analysis on questionnaires given to fundamental and intermediate students studying in National Mongolia University and Shandong University, by means of quantitative analysis, this essay generalizes seven different kinds of errors and their occurrence rate in acquisition of Chinese comparative sentence made by fundamental and intermediate Mongolian students.