Research Of An Error Analysis For Sri Lankan Students In Learning Chinese Modal Verbs

Among all the world languages Chinese is the most difficult to be mastered.According to novices to the language tone, pronunciation, characters in addition togrammar pose difficulties. In the Chinese grammar modal verbs are rated as the mostcomplex kind. Many Sri Lankan students show difficulties and make errors in theprocess of leaning Chinese modal verbs. Therefore I selected “Research of an erroranalysis for Sri Lankan students in learning Chinese modal verbs” as the topic of mythesis. The purpose of this thesis is to analyze the errors Sri Lankan students whenleaning Chinese modal verbs. The cause of the errors, the correct methods of teaching tobe adopted when teaching Chinese modal verbs will all be taken into account whendeveloping a correct strategy meant to improve their skill and level. This thesis willmainly focus an analyzing ten constantly used Chinese modal verbs such as could, can,need, want, possible, wish, should, may, ought to and must.Classroom observation, Questionnaires as well as instructions from wellexperienced lectures were the base taken in collecting data for the purpose. The targetgroup of this research is the students attached to the Chinese Department of theUniversity of Kelaniya who pursue their studies at intermediate and advance levels.Sixty Questionnaires were distributed among sixty students. Questionnaires consisted offour main parts. First part: Let students use modal verbs in filling the blanks. Secondpart: Let them use the correct place of the modal verbs. Third part: Use modal verbs inanswering the questions. Fourth part: Translating Sinhala sentences into Chineselanguage. Questionnaires one focuses on main characteristics of Chinese modal verbs,their correct usage and the Sri Lankan students’ ability in comprehending them. Thirtyminutes are given in answering the Questions.The Thesis comprises of six parts:The first part is the introduction. Introducing the reasons and value of selecting thistitle. The value of selecting the title on the basis of theoretical and practical aspects, theaims of the research, the methods adopted in the research, the content of the research, the research done in respect of Chinese modal verbs locally as well as internationallyare analyzed detail. And also described the main principals of error analysis.Second part: The meaning of modal verbs, characteristics, category, classification,the methods of usage, identical features as well as contrasting features is described indetail. But in Sinhala language modal verbs as used in specialized manner in theChinese language is not to be seen. Though the modal verbs or identical words as usedin the Chinese language are more less used in the Sinhala language as well the methodsof their usage is quite different. Eg. In the usage of the word “can, could and possible”in the Chinese language a remarkable difference is seen But this kind of differences isnot to be seen in the Sinhala language. In the process of translation from Chinese toSinhala “can” represent three meanings, whereas all these meanings can be representedby the usage of “puluwan” in Sinhala.Third part: Here the main described directing particular attention to the mistakesmade by Sri Lankan students in the process of learning modal verbs. Five maincategories of errors are identified as made by Sri Lankan students as per the datacollected with the help of the Questionnaires. They are replace errors, word order errors,errors of omissions, confusion in usage, and negative sentence errors.Fourth part: Here the Emphasis is made on the causes of errors Sri Lankan studentsmake when learning Chinese modal verbs. The principal causes among them are motherlanguage errors, target language errors, teaching method errors, and learningenvironment influence. Those appearing above could be cited as the main obstacles SriLankan students face when learning Chinese modal verbs.Fifth part: A detailed description is made on the necessary infrastructure, themethods adopted in teaching Chinese modal verbs to Sri Lankan students. Here adescription of a few suggestions is made on how to avoid errors. A major role is playedby the teacher in the process of teaching. An extensive preparation is necessary requiredbefore the lesson is started. Here the teacher must have information as to the age ofstudents, the level of the target language, the standard of mother tongue and thebackground of the students. Thereafter a firm decision should be taken as to the idealmethod to be adopted when teaching. In addition to this lesson plans must be preparedand teaching material updated. Students must be made to do classroom exercises as wellas homework. If the methods so far enumerated are adopted in the process of teachingChinese modal verbs among Sri Lankan students a considerable improvement could bemade. Sixth part: The summary of the full research is given here. As a non native ChineseLanguage learner there are many items detailed here must be further pursued. I hopethis will further enhance the knowledge of Chinese modal verbs not only among SriLankan students but also among teachers who teach Chinese language in Sri Lanka.