Chinese And Mongolian's Active Object Contrast And Error Analysis

Language is a tool for people to communicate and communicate.With the development of China's economy and the promotion of its international status,a global wave of Chinese fever has been set off.As neighbors on land,China and Mongolia have frequent exchanges,and Chinese has become one of the compulsory courses for Mongolian students.Active object structure is the most basic form of sentence,which has similar grammatical elements in both Chinese and Mongolian.However,in Mongolian sentence order,the subject is in front,the object is in the middle,and the predicate is at the end of the sentence,which is different from Chinese word order,so Mongolian students are easily confused when learning.In order to help Mongolian students learn Chinese better,we need to make a comparative analysis of the active object structure of chinese and Mongolian so as to promote the development of Mongolian Chinese teaching.Based on the author's teaching experience in qinghuri middle school in ulan bator,Mongolia,and on the theoretical basis of previous studies,this paper analyzes the influence of chinese-mongolian active object structure on students' Chinese learning by investigating students' active object errors,summarizes the causes of errors and finally puts forward corresponding teaching Suggestions.The following is the overall framework of this paper:The paper is divided into five chapters:The first chapter is the introduction: the introduction explains the reason and significance of the author's topic selection,introduces the research status of Chinese active object,and elaborates the research content,research methods and innovation points of the paper by combining the theoretical knowledge of comparative analysis and bias analysis,laying a foundation for the following writing.The second chapter is the comparative analysis of active objects in chinese and Mongolia.The content is mainly divided into two aspects.On the one hand,the comparative analysis of the structure of active objects in chinese and Mongolia finds the corresponding expressions of affirmative,negative,interrogative and double objects inChinese active objects in Mongolian.On the one hand,it compares the meaning of active object in Mongolian and finds out the corresponding expressions of different object types of Chinese active object in Mongolian.The third chapter of the acquisition of Chinese for Mongolian students active investigation,the author in Mongolia green frank middle school for ten months of teaching practice,through the investigation and study and visit other schools,first has carried on the questionnaire design,and then determine the investigation object and analyzes the investigation,finally summarized the results of the survey.The fourth chapter analyzes the errors of Mongolian students' acquisition of Chinese active objects: it summarizes the types of errors in structure and semantics and analyzes the causes of errors from the perspective of target language,mother tongue,teaching materials and teaching environment.The fifth chapter is the teaching Suggestions to Mongolia.It puts forward reasonable Suggestions on how to teach Mongolian students how to learn Chinese active object.Starting from the differences between chinese and Mongolia,the author deeply understands the differences between chinese and Mongolia.From the teachers,improve the teaching level;From the teaching material aspect,consummates the teaching material compilation.Finally,this part summarizes the main content of the whole paper and points out the shortcomings of this paper.I hope to further study and explore the shortcomings of this paper.