The Research On Tajikistan Students’ Acquisition Of Chinese Approximate Quantity

The Second language acquisition is a developing subject in recent years,the expression of approximate quantity is very important in the second language acquisition course.In Chinese, there are three main ways to express approximate quantity:1. Approximate expressions about the amount, such as:“duo”“ji”“yi xie”“yi dianr”; 2. Numerals; 3. Refers to about the amount of words, such as“shang xia”“zuo you”“qian hou”“da yue”and“da gai”.The full text from the perspective of the second language acquisition,test and analysis Chineseapproximate quantity of the expression of the Tajikistan students, is divided into five parts:The first part is the introduction.This part mainly talking about The background and meaning of the selected topic, the research summarizes,the research methods,the source of the corpus, the scope of the research and the design of the questionnaire.The second part is the comparison of approximate quantity between Chinese and Tajiklanguage.Here,I introduce the common using of approximate quantity in Chinese and Tajik language,and then I analyze it’s relation and distinction in Chinese and Tajiklanguage,providing a basis for the analysis of the deviation of the expression of approximate quantity. The third part isTajikistan students’ Acquisition condition of Chinese Based on the basis of the third chapter study. First,we make sure the content of the questionnaire,which was based on Tajikistan students’ Chinese Interlanguage corpus.And then i analyze Tajikistan students’ errors about the using of Chinese approximate quantity in the questionnaire. At last, i conclude errors types and reasons.In the fourth part, the analysis of each subject in the questionnaire is analyzed, and the error of the expression of Chinese approximate quantity in Tajikistan is described, and the main types and causes of the errors are summarized.The fifth part of Chinese students in Tajikistan expressed above about based on the types of errors and causes of errors analysis, respectively. The suggestions to teachers, students and teaching materials is put forward. The last part is the conclusion, summarizes the full paper and pointed out the shortage of this paper.