Error Analysis Of Chinese Directional Verbs In Mongolian Students

Directional verb is one of the difficult points for Mongolian students to learn Chinese.This paper takes the Mongolian primary school grade five or six students are learning Chinese in spoken or written language among the verbs as the research object,study of Mongolian students tendency verb usage and acquisition factors,analysis of the causes of Mongolian Students' acquisition of verbs and the types of errors,and teaching of Mongolian verbs students put forward some suggestions.Through the investigation the author found that grade five or six Mongolian students in learning and the use of directional verbs often "come,go,up,down,come in to,appear,return,get up,open,go up,come down,go down,come in,go in,come out,get out,come back,go back,come over,go over,stand up "the error.The main types of errors are four kinds of errors,such as the position error of the directional verb,the wrong choice of the directional verb,the collocation error of the directional verb and other words,and the redundant of the directional verb.The causes of the errors are mainly:the influence of negative transfer of mother tongue and target language master unfamiliar;subjective factors of students;reasons of teachers and teaching the five aspects;cultural differences.Through the analysis of the directional verb bias sentence,the author thinks that grade five or six Mongolian students in the learning process and the use of Chinese verbs,according to the analysis of the reasons put forward the corresponding teaching countermeasures:first,to reduce the influence of negative transfer of mother tongue,causes of errors,error types should be timely master and correct.At the same time,strengthen the comparison of Mongolian and Chinese master,let Mongolian students Chinese teachers must grasp the sufficient trend of errors related to the verb,to strengthen the study of grammatical comparison between Chinese and Mongolian,the premise is to cultivate bilingual teachers,not only understand the Mongolian and Chinese skilled teachers;second,cultivate students'scientific learning strategies to increase students interest in learning,to provide students with favorable context to improve their communication skills and the ability of independent thinking;third,to further improve the teaching methods,first of all,to explain the content of the order,the knowledge of the heavy and difficult teachers should be based on reasonable arrangements for teaching materials,pay attention to the difference between mother tongue and target language,to master the rules of grammar,to avoid the same mistakes occur repeatedly.Then,in combination with the teaching objectives and the learning situation of the students in the classroom to adhere to the principle of speaking in Chinese,let students try to communicate with the target language in class,focusing on the ability to use the language,to achieve their knowledge.This paper from the Mongolian students tend to verb errors.Starting with the analysis of the use of directional verbs,summarizes the main types of directional verb errors,expounds the reason and law of errors,put forward the corresponding teaching countermeasures.Mainly includes five parts:The first part is introduction.This paper mainly introduces the origin of the topic,the significance of the topic,the scope of the study,the source of the corpus and the research methods,and the research status of directional verbs.The second part is the Mongolian students to learn Chinese tend to use words and phrases and the use of error statistics.The third part is about the types of errors in Mongolian Students' acquisition of Chinese Directional verbs.By using the theory of error analysis summarizes the Mongolian students Chinese tend to the types of errors in the process of the verb,for example analysis of directional verb position errors,wrong selection,directional verbs and other verbs,collocation errors redundancy and other types of errors,and were analyzed.The fourth part is the analysis of the causes of errors and the corresponding teaching strategies.From Mongolian,Chinese,teaching for Mongolian Students' own factors,factors,five aspects of cultural differences and other reasons of error analysis.According to the causes of errors,the corresponding teaching strategies are put forward.The fifth part is the conclusion.The results of the analysis are summarized,and the innovation and deficiency of this paper are pointed out.