Russian Students Commonly Used In Modern Chinese Function Words Acquisition Error Analysis And Teaching Strategies

The function words occupy a unique position and play a critical role in the modern Chinese language. Due to the distinctive grammatical rules and characteristics of the Chinese language itself, they are of great significance, but not easy to grasp for the foreign students. In this case, function words are bound to become key points for teaching Chinese as a foreign language and difficult points for the foreign students who are eager to learn Chinese well. Whether to master function words well or not can be used as a main criteria to decide if the foreign students have really mastered the modern Chinese language.It is not hard to conclude that function words are of great significance for Teaching Chinese as a Foreign Language (TCFL), which should be given adequate and enough attention to. However, because of a variety of reasons, when learning and using the functional words, the foreign students will make quite a few errors and its probability is much greater than the content words. To some extent it has affected the efficiency and effects of TCFL. On the basis of fully using the research theories and results of many domestic and foreign experts and scholars as a reference, the function words learning and application errors are investigated and analyzed, with the Russian Students of Chinese language major enrolled in the year of2008and2009in Jixi University as the objects of study, attempting to summarize their error distribution regularity, error types and sum up the causes, targeted to provide some reference to improve the efficiency and effectiveness of function words teaching in TCFL to the Russian students.Thorough the investigation and analysis of this thesis, it is found that generally, the modern Chinese commonly-used function words errors of the Russian students show the following general features and trends:1. Among the four main modern Chinese function words, namely adverbs, prepositions, conjunctions and particles, adverbs errors and particles errors make up the largest proportion, respectively%30.9and%31.7.2. Among adverbs, the time adverbs errors and the degree adverbs errors make up the largest proportion, respectively%21.1and%31.3. Among particles, the structural particles errors and tense auxiliary errors make up the largest proportion, respectively%42.5and%28.8.4. Among each type of function words, error distribution is not balanced. For example, in adverbs, the ratio imbalance between degree adverbs errors (31%) and frequency adverbs errors (merely1.4%); and in particles, the ratio imbalance between the structural particles errors (42.5%) and plural number particles errors (merely1.4%).5. Among each type of function words, error type distribution is not balanced. For example, in conjunctions, the ratio of wrong alternation reaches52.5%, disorder20%, omission15%, addition10%, other errors2.5%.6. Addition to the four common error types, there are still some other special error phenomenon.The main causes that are concluded in this thesis include:the negative interlingual effect of the Russian students’mother language, the negative intralingual effect of the the Russian students’target language, the inaccuracies in TCFL and misleading of certain TCFL teaching materials and books.Thus, to improve function words teaching in TCFL, it is suggested in this thesis that some effective teaching methods should be made full use of, including the comparative method, the context-setting method and the summarizing method, and some constructive proposals are put forward too.