Research On Chinese Subject-Predicate Predicate Phrase Acquisition Bias Of International Students From Mongolia With Intermediate Chinese Level

Chinese subject-verb-predicate statements are the focus of Chinese grammar research,and also the focus of foreign Chinese teaching research.The syllabus for teaching Chinese as a foreign language classifies Chinese subject-predicate statements as elementary grammar,but international students' mastery of this grammar is not satisfactory.This study takes the acquisition of second language as the starting point,and takes Mongolian students with intermediate Chinese proficiency from Erlianhot International College of Inner Mongolia Normal University and School of International Exchange of Inner Mongolia Normal University as the research subjects.There are six parts in this paper.The first part is the introduction.Five aspects are described: the origin of the topic,the significance of the study,the review of the study,the content of the study,and the research method.In terms of ontology research,the current status of research on subject-predicate statements is introduced.In terms of research on teaching Chinese as a foreign language,the current situation of research on the analysis and teaching of grammatical biases in Chinese as a foreign language is analyzed.The second part is a survey on the current situation of acquiring Chinese subject-predicate utterances among Mongolian students at the intermediate level.The basic information of the international students is introduced,and the types of errors arising from the acquisition of Chinese subject-predicate sentences by international students are predicted by comparing Chinese subject-predicate sentences with Mongolian related sentences.At the same time,a survey was conducted to investigate the bias in the acquisition of Chinese subject-predicate sentences byinternational students.The results showed that there were a large number of acquisition errors.The author conducted interviews with students and teachers to understand the causes of the errors.The third part of the study is about the types of biases in the acquisition of Chinese subject-predicate sentences by Mongolian students at intermediate level and the reasons for the biases.The types of errors in their acquisition of Chinese subject-verb-predicate sentences include omission,misuse,and misordering.The reasons for the errors are the complexity of the Chinese subject-predicate sentences,negative native language transfer,students' learning strategies,and teachers' teaching factors.In the fourth part,suggestions for teaching Mongolian students' Chinese subject-predicate utterances at intermediate Chinese level are presented.Teachers should strengthen the explanation of the sentence structure of Chinese subject-predicate statements to avoid omissions and errors;conduct comparative teaching of Chinese and Mongolian subjectpredicate statements to avoid misuse and errors;conduct comparative teaching of Chinese subject-predicate statements and Chinese subjectpredicate statements to avoid misordering and errors;design targeted exercises to help international students consolidate their usage;make full use of the language environment to avoid international students' avoidance strategies.In the fifth part,the teaching design is developed for Mongolian students of intermediate Chinese level;the existing teaching method is reflected after the practical verification.The sixth part,concluding remarks.A summary of this study is made.It is hoped that this paper can help teachers of Chinese as a foreign language to better teach Chinese subject-predicate statements,help international students to better master Chinese subject-predicate statements,and also hope that this paper can provide some inspiration for the research on teaching Mongolian Chinese subject-predicate statements.