The Research On The "Rang" Sentences In The View As Mongolian Students Chinese Language Teaching

In modern Chinese，“Rang” sentence is a very rich form，but it’s not puthighlight on in grammar study and teaching Chinese as the second language. Itmainly relies on two aspects: One is not distinguishing the sub-constructions of“Rang” sentence; The other is not distinguishing clearly the difference to “Shi”sentence or “Bei” sentence.Base on the former study，we further distinguish the sub-construction of“Rang” sentence: In the Causative sentence，”Rang” sentence can also set asidethree types: Resultative “Rang” sentence， Imperative “Rang” sentence andAllowance “Rang” sentence. Although from the board category，these threetypes are in the same class. But in fact， they still have many syntaetic andsemantic differences. In this way，”Rang” Sentence has actually five semanticsentences. And these five sentences have different use frequencies. But thesefive different “Rang” sentences have no more concrete expressions in theexisting syllabus and textbooks，and also have no distinction with “Shi” and“Bei” and “Rang” sentence is often introduced after “Shi” and “Bei” sentences.This is the main reason causes foreign students’ errors in their using.Based on the analysis of both syntaetic and semantic structure of the fivedifferent “Rang” sentences，we study Mongolian students’ the acquisition offour “Rang” sentences and errors analysis. We first analysis the Mongolianstudents’ errors，explain the reasons of these errors，display the important Pointsfor teaching. Then we make clear Mongolian students’ use frequency of the rightsentences and comparing to the use of natives，draw to the orders of fourdifferent “Rang” sentences on the acquisition. At last，in light of Syllabus andtextbooks，we make recommendations on teaching order of “Rang” sentences.