The Error Analysis Of Primary Chinese Specific Interrogation In Malaysia

As one of the most basic interrogative categories of human language,specific interrogation plays an important role in both Chinese ontology research and teaching Chinese to speakers of other languages.Compared with many other languages such as Indo-European,Chinese specific interrogation is characterized by the flexible position of interrogative words(all of which are interrogative pronouns)and the use of the modal particles �ne,a� at the end of the sentences.The interrogative pronouns of Chinese specific interrogation can appear in many syntactic positions such as subject,object,attribute,adverbial modifier,complement corresponding to declarative sentences,which has caused great confusion to many Chinese learners,especially Chinese learners whose mother tongue is quite different from Chinese word order.During our internship at UITM Shah Alam,Malaysia,we verified this point by investigating the teaching situation of Chinese specific interrogation by class observation,conversation,questionnaire and other forms(learners' learning effect is not ideal,and the phenomenon of errors is comparatively prominent).In our opinion,to strengthen the study of the errors in Chinese specific interrogation acquisition is not only beneficial for teachers to reasonably arrange its overall teaching to improve the class efficiency,but also beneficial to deepen our understanding of the characteristics of modern Chinese in the language comparison.On the basis of sorting out the ontological research results,this thesis makes a comparison between Chinese,English and Malay in terms of the language situation of Malaysia,compares the similarities and differences among the three in terms of interrogative words and word order,and emphatically analyzes the individual differences among the three.Based on the interlanguage theory and the error analysis theory,then,this thesis makes a detailed analysis of the errors obtained from the questionnaire survey and learners' homework,generalizes the error phenomenon into four types: misuse,omission,wrong addition and wrong order,and mainly discusses the causes of error formation from the aspects of interlingual factors(negative transfer of mother tongue and teaching media language,and generalization of target language knowledge).Finally,this thesis puts forward the corresponding teaching strategies against errors.