The Mongolian Foreign Students’ Idiom Using Bias Analysis And Teaching Strategies

Vocabulary teaching plays an important role in Teaching Chinese as a Second Language. Chinese Idioms, as a special part in the Chinese vocabulary, always attracting students’ interests; and at the meanwhile, becoming the challenge of them. Vocabulary, which is just like the material of the house, is used to make up language. You must understand the vocabulary if you want to learn Chinese well. Chinese idioms take an important part in modern Chinese vocabulary. They are also the key and difficult points in Chinese teaching as a foreign language. Chinese idioms, as the essential part of Chinese, are the wisdom of the Chinese ethnic peoples. Scientific idiom-teaching can not only help students understand and master the idiom correctly but also stimulate their interest in learning Chinese, deepen the understanding of the Chinese culture and enhance their Chinese expression ability as well as their interpersonal skills. But the teaching Chinese idioms for Mongolian students have not been taken seriously enough. According to the statistic analysis, there are various kinds of errors in semantics, grammars, syntax and other aspects during the Mongolian students’Chinese idioms learning process.This questionnaire is based on National Syllabus of Graded Words and Characters for Chinese Proficiency and analysis of the situation of domestic Chinese teaching as a foreign language, also take Erenhot Mongolian School’s text book-Chinese Course as the research material. The main purpose of the questionnaire is to learn the situation of Ere hot Mongolian school students’idiom usage.The paper is divided into three parts:The first part is combined with the current situation of the Teaching of Chinese Idioms in Erenhot Mongolian School to analyze the error’s type of Mongolian students.The second part is the analysis of the cause of errors. From the point of view of external factors, it’s the cultural difference which made us paid insufficient attention to the teaching and learning of idioms; from internal factors, the errors are caused by students’ learning methods and communication strategies as well as the negative transfer of knowledge.The third part will offer some strategies and methods according to the problems that appeared in the use of idioms. It included to establish the status of idiom teaching, to define the teaching ideas and specific methods which are meaningful for improving the quality of the idiom teaching.