The Analysis On The Mistakes Made By Native-speaking English Chinese Learners In Studying "is" Sentence

“Is” sentence is an important modern Chinese sentence type. The structure of “is”sentence is complex and the meaning of it is rich. Many Chinese learners whosemother tongue is English often make a large number of errors in the acquisition of “is”sentence. And the ontology research results on “is” sentencein our country is much,but the research on the acquisition of “is” sentence of Chinese learners whose mothertongue is English is still weak and few. This paper, on the basis of the ontology, withthe use of contrastive analysis, error analysis and other methods, by using the corpuscollected, attempts to analyze and summarize the error types, discuss the error reasonsand put forward some suggestions which may be revelatory and helpful for theteaching of “is” sentence, especially for Chinese learners whose mother tongue isEnglish.This article is divided into four parts:The first part introduction describes the origin of this research, summarizes theontology research and teaching Chinese as a foreign language research of “is” sentence.At the same time, it expounds the research value, the research theory and researchmethods. Finally, it illustrates the sources of corpus and limits the scope of this articleresearch.The second part, by the analysis of the corpus collected, summarizes the errortypes including the errors of omission, the errors of addition, the errors of misuse,the errors of word order and the non-correspondence of relationship of “S” and “O” in“S+is+O”.The third part, in allusion to the errors types summarized in the second part,analyzes the causes of errors from three aspects that include negative transfer ofmother tongue, the complexity of “is” sentence and the influence of learningenvironment. The influence of the learning environment includes the writing of theteaching material, teachers’ teaching and students’learning.The fourth part analyzes the enlightenment of the error analysis of “is” sentenceto teaching Chinese as a foreign language, put forward to strengthen the comparativestudy and the comparison between English and Chinese of “is” sentence, and givesome constructive suggestions of the teachers’ teaching and the writing of the teachingmaterials. Finally, the conclusion part summarizes the main content of this paper withconcise language from three aspects.