Analysis Of Word Order Error In Learning Chinese Of The Russian-speaking Students

With the development of cooperation in various fields becoming more and more thoroughly between China and Russian-speaking countries, more and more Russian-speaking students are starting to learn Chinese. While problems of some sorts seem to occurring the process of Chinese learning. One of them is Chinese word order error, especially the error of attribute, adverbial and complement. To solve this problem, the author analyses and does research according to Linguistics, Psychology, and Second Language Acquisition theory through literature research, materials analysis, comparative analysis on the Russian-speaking students learning Chinese in Chinese adverbial, complement word order errors for analysis and research.Through the research, we found that from the perspective of linguistic, the Chinese word order is relatively fixed, while the Russian word order is more flexible. If a student lists the Chinese vocabulary according to Russian word order, it will result in an error. From the perspective of Cognitive Linguistics, Chinese and Russian, the two kinds of languages are both influenced by the different ways of thinking of the two nations. The understanding for the one thing of the two nations is not exactly same, which reflected one of the impacts on the languages is that the Chinese word order and Russian word order are different. From the perspective of Second Language Acquisition Russian, when the Russian background students are learning Chinese, they are influenced by both Russian and Chinese from the positive and negative transfer. These transfers will have the stimulative or impeditive influence on the Russian background students when they are learning Chinese.Therefore, when the international Chinese language teachers are teaching Chinese to Russian-speaking students, they need to consider all kinds of factors from Linguistics, Cognitive Linguistics, Second Language Acquisition and many other factors. In order to teach Chinese better, they need to know the differences of the two languages, pay attention to the different ways of thinking of the two nations, make full use of the positive transfer from both Chinese and Russian to reduce the influence form the negative transfer. The Russian-speaking students should take the several factors into account, make full use of the role of positive transfer to avoid a negative impact. At last this thesis comes to such conclusion for reference in order to help the teachers to teach Chinese better and help the Russian-speaking students to study Chinese more rapidly and accurately.