Error Analysis And Teaching Strategies Of Guyanese Learners Acquiring Chinese Interrogative Sentences

Teaching interrogative sentences is very important in Teaching Chinese as a foreign language.The interrogative sentence has a strong communicative function,which is an important way for people to express confusion and obtain information and is especially essential for learners at the primary level.The interrogative sentence has been given a high degree of attention no matter in the ontology of Chinese or second language acquisition research.This article takes primary Chinese level students from the Confucius Institute in University of Guyana as research object and will describe their acquisition of interrogative sentence.This paper is mainly divided into five parts.The first part is reviewing the research results of interrogative sentences from the perspective of Chinese ontology and second language acquisition.The second part is comparing the syntactic features of interrogative sentences between Chinese and the learners' native language,Creole,and to predict the possible error for the learners from the perspective of structure type.The third part is statistical analysis of the collected corpus,classifying errors and analyzing the cause of the errors.Through investigation,it is found that Chinese learners in Guyana are mainly prone to the following types of errors: missing interrogative toned word Ma;applying interrogative toned word in conjunction with other interrogative markers;mistakenly replacing interrogative pronouns with Shenme;and postposition of interrogative pronouns.All these errors are caused by the influence of mother language,Creole,and among them,the last two types of errors are most typical and prominent.The fourth part will analyze the influence of teaching materials on learners' questioning and examines the arrangement of questions in Chinese textbooks used by Confucius Institute in the University of Guyana.Also,this paper will put forward suggestions for the teaching materials.The fifth part will puts forward some suggestions on classroom teaching according to the main types of Chinese learners in Guyana.