The Students In Chinese Transitional Sentence Acquisition Research In Mongolia

Chinese and Mongolian two languages of different types, the types, the former is an isolated language, the latter is an agglutinative language. The embodiment of Mongolian grammar meaning mainly by appending the suffix components and auxiliary to performance. The additional components can in turn increase on stem, is generally the first word, in the configuration, with the formation and the configuration of dual function between the two; there are postpositions. The expression form of transitional complex sentences in Chinese and Mongolian also exist certain differences. The Mongolian students often in the acquisition of Chinese transitional complex sentences appear bias, so the two language differences compared with the error analysis is very necessary.This article is divided into five chapters. The contents of the first chapter roughly outline the reasons and significance of this paper, theoretical basis, Relevant research status,Research contents and method,Research innovative points and difficulties,Corpus source. The second chapter is the transitional complex sentences in Chinese and Mongolian to do some comparative study on Mongolian Chinese transitional complex sentences in both the basic structure, word order and the subject position of the comparison analysis. In the third chapter is mainly according to the statistics and analysis of the corpus and a survey of the HSK composition and statistics and analysis of Mongolia to study Chinese transitional complex sentences in the frequency of use and to grasp the situation. The fourth chapter is to Mongolia International Students in Chinese transitional sentence error analysis and error reason analysis to explore the, turning structure of the errors in the compositions and questionnaires of frequency is relatively high for error analysis, and analysis explain the cause of this error. In the last fifth chapters, the corresponding teaching suggestions are put forward according to the causes of students’ errors. Finally is the conclusion.