Study On Errors Analysis Of "Shi"-Sentence Of Mongolian Elementary Chinese Standard Students

The primary stage is the basic stage in the second language acquisition, international Chinese teachers should arouse attention to these errors appear at this stage. The uses of Chinese "shi" –sentence are complicated, "shi" omitting rule is rarely mentioned. Learning this word, Mongolia elementary Chinese students often have lots of errors, the most serious are short of "shi" and errors on word order.The purposes of this study are as follows: First, rich Chinese "shi"-sentence research, summarize "shi" omitted regular patterns. Second, study "shi"-sentence errors of Mongolia elementary Chinese students, and help them lacking Chinese intuition to reduce errors, so that they can use "shi" sentences better. Third, understand the overall differences between the Kalka Mongolian and Chinese. Fourth, according to research results of errors, come up with effective teaching strategies, and provide some reference for Chinese teaching in Mongolia.In this paper, It has five chapters. The first chapter introduces the topic reason, significance and corpus sources. Then summarizes the results of previous studies from the view of Chinese research and teaching Chinese as a foreign language, and pointed out the problems. The second chapter analyzes the definition of "shi"-sentence, syntax, the usage in oral and written Chinese. According to the structure, the author summarizes "shi" looming regular patterns, that is, when can be saved, when should not be spared, and when can be saved from time to province. The third chapter is the keynote. It analyzes errors of "shi"-sentence of Mongolia elementary Chinese students. By the contrast between Mongolian and Chinese, we learn "shi" in Mongolian and Chinese do not correspond exactly, but many to many. By finishing questionnaires, we find common types of errors, error reasons. Finally, give errors levels and remedies. The fourth chapter analyzes the learning situation of Mongolian students, teaching content, teaching focus, teaching difficult, and gives constructive teaching strategies. The fifth chapter summarizes research results of this paper.The innovations of this paper are as follows: First, study "shi" omitted rules from the perspectives of structure and meaning. Currently research in this area are seldom, most of the articles only study types of errors, and did not say what situations it could save, what situations it should not be spared. Second, do some analysis of bias assessment and remediation. Almost nobody started from this perspective in current errors analysis, this article seeks to provide new ideas for rigid errors analysis. Third, develop teaching strategies with theory and practice. The combination of theory and teaching will help improve teaching effectiveness.Through Chinese analysis, error analysis and teaching strategies analysis, I hope it can provide a useful reference for international Chinese teaching and the written of relevant grammar textbooks. And then promote it to be more scientific, efficient and standardized.