The Analysis On Tajikistan Intermediate And Advanced Level Students' Acquisition Of Chinese Attributives

Chinese and Tajik language belong to different language spectrum.There have huge difference between this two kind of languages in consideration of language objective facts.In this article,Chinese attributive is divided into restrictive attribute and non-restrictive(descriptive)Attribute,and also we contrast Chinese partical“de”and Tajik “Ezafe”,which aim to find out Tajikistan students' real Acquisition conditions of Chinese restrictive Attribute and non-restrictive(descriptive)Attribute.In this article,we choose five familiar kinds of restrictive attribute(quantity,time,location,attribution,scope) and two familiar kinds of non-restrictive Attributive(characte,rnature),I investigate middle and high ranking Tajikistan students' real acquisition conditions of Chinese restrictive Attribute and non-restrictive(descriptive)Attribute by the questionnaire.The Studies have shown that the ranking of acquisition rate: mixed binomial attribute > single restrictive Attribute > single non-restrictive(descriptive) Attribute>binomial restrictive>binomial non-restrictive(descriptive)Attribute.We also learn from “dominant order theory” to account single attribute and binomial attribute's semantic style of Chinese tutorial(Russian) and Developing Chinese,which make sure each semantic's situation in the binomial attribute,and I also I summarized the natural language sequence of Chinese.I found out tajik students have the following errors:(1)missing the“de”,the extra“de”and order error in the single Attribute and binomial attributives,thus,I got the bias reasons;(1)Tajikistan students Without a good grasp of Chinese grammar,they avoid to use “de”(2)Tajikistan students learn Chinese binomial attributives will be affected by the negative transfer of mother tongue,especially in the middle stage.At last, this paper put forward two suggestions for particle teaching on this basis:(1)The teacher should focus on the teaching content in different stages;(2)Teachers should consciously strengthen the comparison between Chinese and English, clear attributive position difference, to strengthen the advanced stage the semantic understanding.