The Error Analysis On Sri Lanka Students Using Structure Auxiliary Words "?" "?" "?" And Teaching Strategies

One of the biggest characteristics of Chinese grammar which different from the Indo European language is: Chinese grammar use the order of words and function words to represent grammatical meanings,not the form of words.The structure auxiliary words as one of the most important words in function words,not only are frequently used in modern Chinese,but also play an important role in teaching Chinese as a foreign language.It attached to a word or a phrase which means one relationship of grammar.The structure auxiliary words we often used,though the pronunciation is the same,the usage is different.when“?”as the symbol word of attribute,it always attached noun;While“?”as the symbol word of adverbial,it always attached verb;When“?”as the symbol word of complement,the constituted before it mostly is verb or adjective.This is the he most basic difference of the three structure auxiliary words from the point of view of grammar.It appeared in the textbooks of Chinese learning students,structure auxiliary words have appeared in the comprehensive course of the primary stage of Chinese learning,listening and speaking and spoken English course contents.But in the actual teaching processes,the learning of structural auxiliary words often become a major problem in primary Chinese learners.Therefore,by using the relevant knowledge of modern Chinese grammar of structure auxiliary words,second language acquisition theory and the theory of error analysis,I collected the relevant data in my actual teaching process,and take Sri Lanka students as an example of the second language learners in the process of acquisition of Chinese structural auxiliary errors and causes of errors,in order to propose some effective and targeted teaching suggestions on structure auxiliary teaching strategies.This paper is divided into four parts,the first part is the introduction,this part mainly discusses the reason of the topic,the significance of relevant theoretical research and the structure of Chinese auxiliary words;the second part presents the errors of the Sri Lanka students makes in structural auxiliary acquisition.Based on the previous studies of the Chinese auxiliary words and the grammar of Sinhala,the third part tries to find out the causes of the errors.According to the above analysis,the last part puts forward some suggestions and appropriate teaching methods.