The Research On Chinese Commonly Used Quantifiers Acquisition Of Mongolian Students

With the deeper exchanges on economic and culture between China and Mongolia, Mongolia raises a hot wave of learning Chinese. More than 60 Mongolian schools offer the Chinese language course and more and more Mongolian people are learning Chinese. But on one hand, monographs and papers about Chinese quantifiers acquisition of Mongolian students are few so far, so it is unable to provide theoretical guidance and support for Chinese teaching practice of Mongolia.On the other hand, Chinese quantifiers are rich and their usages are complex, while Mongolian language lacks quantifiers. And there is a very big difference in classification, usage, overlapping forms between Chinese quantifiers and Mongolian quantifiers. So acquiring Chinese quantifiers becomes a big problem for Mongolian students in the process of learning Chinese. So the author tries to study the types and causes of Chinese commonly used quantifiers acquisition errors of Mongolian students and then explore the effective strategies of teaching Chinese quantifiers according to the theory and teaching practice. The author hopes to provide certain reference for Chinese language teaching, especially the Chinese quantifiers teaching in Mongolia.The author sorts out the error rules of Mongolian students in Chinese quantifiers acquisition and summarizes the types and reasons of errors through analyzing corpus in a questionnaire survey of Mongolian students, their homework about the quantifiers,oral expression and HSK language materials. And then puts forward effective teaching strategies for Mongolian students on this basis.This paper is divided into five chapters:The first chapter is the introduction, and it mainly introduces the aim and reason of this paper, the researching range, the origin of the language materials, researching methods and literature views about Chinese quantifiers.The second chapter mainly introduces a Chinese quantifiers questionnaire for Mongolian students, and its analysis results from the survey data.The third chapter mainly introduces the types and reasons of Mongolian students Chinese commonly used quantifiers acquisition errors. The causes mainly include mother tongue and target language interference, students’ learning and communication strategies, teachers’ teaching and training methods, textbook compilation and cultural thinking pattern, etc. Otherwise this part also summarizes the similarities and differences between the Mongolian and Chinese quantifiers when analyzing the reason from native language and target language interference.The fourth chapter mainly puts forward effective Chinese quantifiers teaching strategies from different aspects such as teaching principle based on the causes of errors. The author puts forward two teaching principles: first, Chinese quantifiers should be taught in the concrete context; second, Chinese quantifiers should be taught systematically. The author also offers some strategies about avoiding native language and target language interference, teacher’s teaching and training methods and textbook writing.The last chapter is the conclusion of this paper. It summarizes the main ideas and states the deficiency of this paper as well.