The Study On Errors Of “有” Sentence Of The Central Asian Foreign Students With Intermadiate Chinese Level

Sentence which includes ‘ 有 ’, as one of the key language points in foreign Chinese teaching, is highly used among people’s discourse communication. Based on previous researches, and guided by the theoretical of comparison and error analysis,this thesis collected data of ‘有’ sentence from Central Asian students, and then did statistical analysis on errors. This thesis mainly combined with the errors in ‘ 有 ’sentence of Central Asian students, on the basis of classification of ‘有’ sentence of Zhang kaidi, at the same time had references for the characters of ‘有’sentence of“the level of Chinese standards and outline of grammar”, and “International curriculum for Chinese language education” which formulated by the headquarter of Hanban Confucius Institute, lasty classified ‘ 有 ’ sentence into nine categories,meanwhile this thesis took the ‘有’ sentence in two books which are called Boya Chinese and Chinese Course as its auxilary materials. According to the nine categories, the author designed a questionnaire, did statistics and analysis of error phenomenon in accordance with different nationalities and levels, sumarized four kinds of errors and gave according explanations to all those error phenomenon.After all data were analyzed, the major findings are as following:Firstly, in terms of variable nationalities, the trendency of error rate order of the‘ 有 ’ sentence of overseas students of Kyrgyzstan is from high to low whih be described as S2>S1>S3、S4>S8>S5>S7>S6>S9; while the trendency of error rate order of the ‘You’ sentence of overseas students of Kazakhstan is aslo from high to low whih can be described as S2>S1>S3>S4>S8>S5>S7>S6>S9; and the trendency of Error rate order of the ‘有’ sentence of overseas students of Tajikistan is from high to low whih canbe described as S2>S1>S4>S3>S8>S7>S5>S9>S6.From above findings, we can make a conclusion error rate of S1 and S2 are even higher. However, the error orders of the ‘有’ sentence of students abroad between Tajikistan and two other countires have significant difference.Secondly, in terms of different levels, the trendency of the ‘ 有 ’ sentence of overseas students with the fourth Chinese proficiency from Central Asian countries is from high to low whih can be seen as S2>S1>S4>S3>S8>S5>S7>S6>S9; and the trendency of the ‘You’ sentence of overseas students with the fifth Chinese proficiency from Central Asian countries is from high to low whih can be represented as S2>S1>S3>S4>S8>S5>S6>S7>S9.By comparing with error rates of the ‘You’ sentence of overseas students withthe fourth and the fifth Chinese proficiency from Central Asian countries, it be seen that overseas students with the fourth Chinese proficiency have higher error rates which corresponding to its proficiency of Chinese level.In the end of this thesis, we put forward some meaningful suggestions for teaching.