A Study Of The Grammatical Characteristics And Teaching Strategies Of Kazak Mandarin

We have done a comprehensive and systematic analysis of grammaticalerror and a generalization of grade characteristics to the five levels of mand-arin which the kazak people said, from the six kinds of syntactic constituent"subjec" "predicate" "object" "attributive" "adverbia" "complement" and eleven se-ntence patterns "Ba-construction" "Passive sentence""Shi-construction" "You-con-struction" "Existential sentence" "Serial Verb construction" "Pivotal construction""Duplicative-Verb sentences" "Double-Object construction" "Comparative sentenc-e" "Clausal-Predicate sentence". And put forward the corresponding teachingstrategies.Firstly, the errors of the syntactic elements are as follows: using the number structure improperly, especially the choice of the quantifier; the word collocationproblem, mostly the speech, the number and the concept; the errors of de"(?)and"de" (?);the errors of verbs and adverbs; the confusion of the six kinds ofsyntactic constituent, especially the combination of attributive and adverbial,complement and adverbial; the order of multi-level attributive and multi-leveladverbial; the error of free style. Secondly, the errors of the eleven sentence patternsare as follows: imfamiliar with the surface structure; unclear about the relationshipbetween the deep meaning and the surface structure; avoiding to use typicalsentence patterns, but replace them with simple verb predicate sentence; confusingthe similar sentence.The mandarin errors which the Kazak people said generally show somecharacteristics of the complex types. The difficulty of each grade's mandarin errorscomply with the mandarin sequence.The first two grades ofen have lots of complexsentence.But the after three grades' sentences are mostly simple.And the sentencesof not into the class are more than a half sentence, even not a sentence.Thedistribution of grammatical error in five grades of mandarin showed a trend ofinverted U type.The second-level class B and third-level class A show an obvioustransitional characteristics.There may be several reasons as follows: interlanguagefeatures; the sample problem; the particularity of the spoken language; the disparityof high and low level of mandarin in words and grammar system; the standard of;putonghua proficiency test; the subjectivity of error analysis. In the teachingstrategy, we must adhere to the syntax, semantics, pragmatic three dimensionalgrammar view.We should pay attention to the use of specific sense of teachingmethods, and break down the difficulty.We should explain grammar point from easy to difficult, step by step, in a variety of exercises,to help learners masterknowledge and improve learning strategies.