A Study On The Errors In The Acquisition Of Chinese Structural Auxiliary Words "De(?)""de(?)"and "De(?)" By Mongolian Students At The Primary Stage

In the process of teaching Chinese as a second language,learners must master language elements such as phonetics,vocabulary,grammar,and Chinese characters.Vocabulary,as the premise of language expression,embodies the language ability of the language expressor.Chinese structural auxiliary words are the most used vocabulary in Chinese and are an important part of function words.They will inevitably bring a lot of difficulties to Chinese learners,especially for Mongolians whose Mongolian language is expressed by morphological changes as its mother tongue.It is very difficult for Chinese learners.How to prevent students from making mistakes in the process of acquiring Chinese structural auxiliary words,and it is very important to use Chinese structural auxiliary words correctly.Taking the errors in the acquisition of Chinese structural auxiliary words by Mongolian students at the primary stage as the research object,a questionnaire survey method and error analysis method were used to investigate the corpus design of structural auxiliary words in the elementary comprehensive textbooks?and?of Development Chinese.Questionnaires are used to obtain relevant data through questionnaires.Find out the problems and causes of problems in the acquisition of Chinese structural auxiliary words by Mongolian students at the primary stage,and put forward reasonable and feasible teaching suggestions based on the actual investigation.The survey results show that 78% of the Mongolian international students at the primary stage think that the Chinese structural auxiliary word is very difficult,and there are four main types of errors in learning theChinese structural auxiliary word " ? " " ? " and " ? ".They are: misuse,omission,misuse,and wrong order.The main reasons are as follows: 1.The language ontology factor,the Chinese structural auxiliary word itself is complex,the negative transfer of Mongolian language and the generalization of Chinese knowledge will also affect the learner's learning Chinese.2.Learner individual factors,learners' negative learning motivations and attitudes,and inappropriate learning strategies.3.Teaching factors,the influence of the teaching environment and the inappropriate use of teaching methods.After analyzing the reasons for the errors,it is recommended that Mongolian international students at the primary stage strengthen their interest in learning Chinese,treat errors in the learning process with a correct attitude,and use correct learning and communication strategies to strengthen Chinese language sense and language ability.Teachers are advised to follow the correct teaching principles and adopt interesting teaching methods in teaching,fully mobilize the enthusiasm and initiative of students,strengthen students' Chinese thinking,reduce the impact of mother tongue and target language,and improve teaching effectiveness.Finally,combining the learning characteristics of Mongolian students at the primary stage to carry out teaching design,implement teaching suggestions into teaching practice,and verify the feasibility of teaching suggestions in the course of classroom teaching.