A Study On Chinese Existential Sentence Acquisition Bias Of Malagasy Students

As a common sentence pattern,Chinese existential sentence has always been one of the difficulties in teaching Chinese as a foreign language.At present,substantial research results have been achieved in ontology of existential sentences,but there are not many targeted researches on teaching existential sentences.In practical teaching in Madagascar,the author found that learners' errors in acquiring existential sentences were endless.Therefore,this paper takes them as a breakthrough to try to explore the teaching strategies of existential sentences for Malagasy learners.This paper mainly investigates five sentence forms of existential sentence: "you" sentence,"shi" sentence,"V+ zhe" sentence,"V+ zhe" sentence and "V+ trend verb" sentence.In the introduction,it mainly explains the reason for choosing the topic and the research methods,and summarizes the research results from the two aspects of ontology and acquisition of Chinese as a foreign language.Then,under the guidance of predecessors,the definition criteria and classification of the existing sentences in this article are determined.Laid the foundation for the following.In the first chapter,learners' error corpora are obtained through questionnaire surveys,and graphs are used to analyze the horizontal and vertical statistics of the error corpora.It is found that there are differences in the errors of learners with different question types,and learners with different sentence patterns have different habits.The situation is different.The second chapter,guided by the theory of error analysis,identifies and summarizes the five types of errors that learners use when using existential sentences:omissions,errors,misordering,miscellaneous,misuse,and according to the types of errors Combined with a large number of examples,the error situation was discussed from three sections A,B and C.It is found that most of the five types are missed,misapplied,misused,and misordered and miscellaneous.The third chapter analyzes the reasons why Madagascar students are prone to errors from six major aspects: interlingual,intralingual,learning strategies and attitudes,language environment,teaching,and sentence structure itself.,Semantics and pragmatic functions are not fully understood,resulting in incomplete requirements of each part of the detailed rules.Chapter four,based on the learner's existing sentence acquisition errors andreasons,combined with the characteristics of the existing sentence and the local situation,put forward some suggestions for the teaching of Chinese existing sentence in Madagascar.From the perspective of classroom teaching,teachers should pay attention to two points:(1)strengthen interlingual and intralingual contrast to avoid negative transfer of knowledge.(2)Based on traditional teaching methods,try to use constructive thinking for teaching.From the perspective of teachers,teachers should not only pay attention to strengthening their own knowledge reserves and improve teaching skills.Moreover,we should pay more attention to students,find out problems in time,and actively find solutions.From the perspective of students,as the main body of classroom teaching,each student should assume their own responsibilities,correct their learning attitude,and strive to cultivate their independent learning ability.