The Error Analysis Of Mongolian Students’"le" Sentence

"le" is controversial in grammar, a grammar point and difficulty is particularlygreat, in this paper, based on previous analysis, experience through my nearly a yearof Mongolia’s practical teaching, combined with the data consolidation in theteaching of students in Mongolia "le" the use of sentence analysis, expect to makereaders of the Mongolia "le" has a more profound understanding of the use of words,so that in the future to better organize teaching.This paper is divided into five chapters to analyze:The first chapter is the introduction part, in this part, I will refer to the topics ofthe reason, method, the results of previous studies as well as the corpus source andother content, specific research on "le" of the representative, on the basis ofunderstanding "le" research degree, and then put forward the personal researchmethods and propositions.On the research significance and method, although the domestic study on "le"comprehensive, but there are still a lot of controversy,"le" analysis of differentscholars hold different views and opinions. Of course, the study of "le", from thebody of a separate steering applications, among them, South Korea, Japan, Russiaand other countries of the "le" sentence research, scholars were found differentcorpus analysis, however, for Mongolia’s the study of "le" words to say, few and less,teaching Chinese as a foreign language which is not beneficial to the country ofMongolia. But "le" for any country’s students, is a difficulty, bias in each countrylearners exist, so, in this paper the author will adopt qualitative analysis method andempirical analysis of this paper, we look forward to the future of the Church ofMongolia learn to do what little one can to help.The qualitative analysis method, namely using the analysis method of induction,deduction, make the problem clear; and the empirical analysis method, is based on Mongolia’s actual teaching I nearly one year, to analyze "le" in the teachingproblems through research and teaching experience, and puts forward thecountermeasures, to provide reference for the future teaching Chinese as a foreignlanguage.The second chapter is on "le" rules for the use of summary, this is the thirdchapter of Mongolia country "le" words are the bias foundation, let the reader lookclear.The third chapter is the core part of the paper. In the analysis of the research on "le"after （including foreign language teaching part of the study of "le"）, specific andtargeted analysis of Mongolia’s "le" words in the actual teaching process, thepractical problems the author met. Including an available or not but with "le", the"le₁" with "le₂", the "le₂" with "le₁","le₁" after the lack of complement,"le₁" and"le₂" to confuse the use of such problems, this paper concretely collected from thecorpus of teaching, in view of the examples, and explains it’s should how to correct.The fourth chapter is to put forward questions, analyzing "le" the situation.Mongolia’s student in the use of "le" words, the error rate is very high, throughanalysis, negative transfer, the purpose and rules and the native defects ofgeneralization, teaching strategies, teaching materials and students’ learning attitudeand learning methods are directly related to the. Through the analysis, we can moreclearly in Mongolia the use of "le", why there are many errors, and will be very clearreasons caused by the wrong.Then in the above analysis foundation, puts forward some suggestions andcountermeasures, including the comprehensive degree, teaching teachers to preparelessons interesting, because only through reasonable and comprehensive preparation,it may be no danger of anything going wrong. Class and class is actuallycomplementary, course content and teaching effect depends on the preparation of theserious and lectures interesting, because if the teaching group is the primary, orsecondary language level of the students, the classroom is too boring is notconducive to attracting their attention, is not conducive to the students to memorize and proficiency in the use of the grammar points in practice. In addition, there arestudents, students’ attitude of serious and not directly related to teacher preparation,display the results. The fifth chapter is a summary of this article, thus put forward theinnovation and deficiencies.The fifth chapter is on the induction and the summary.