Study On Mistakes In Teaching Chinese Words Of Mongolian Junior High School Students And Teaching Research

In teaching Chinese as a foreign language,word collocation errors are common.When I was teaching in a Mongolian middle school,I found that when Mongolian-speaking students use Chinese,there are also many mismatches of words,which directly affect the students' Chinese level.In addition,up to now,there have been relatively few papers and monographs in the academic community specifically for the analysis of errors and teaching research of Mongolian-speaking students learning Chinese.In view of this,this article takes junior high school students in the fifth middle school of Keyouqianqi,Xing'an League,Inner Mongolia as the survey object,randomly selects two classes from each grade,and investigates the students in six classes.A questionnaire for Chinese word collocations was compiled to investigate the errors that Mongolian-learning middle school students make when learning Chinese word collocations.In this paper,a detailed data analysis of the different types of errors produced by students in the teaching of collocation of words is carried out,and the types of errors with a high occurrence rate are selected.According to the meaning and structure of errors,it can be divided into several types:grammatical meaning collocation errors,rhetorical meaning collocation errors,and fixed phrase collocation errors.Mainly adopts error analysis theory,traditional grammar angle and word collocation theory.From the perspective of grammatical structure and semantic expression,it analyzes and studies the errors.: Negative interlingual transfer;insufficient knowledge of Chinese;second language learning strategies;differences in national culture;and teaching materials.According to the types of errors revealed by Mongolian-learning junior high school students in the study of Chinese collocations and the reasons for their occurrence,this paper proposes a study of Mongolian-learning junior high school students 'Chinese collocation learning errors from the perspective of the contrast between Mongolian and Chinese Teaching suggestions: Strengthen the contrastive teaching of the color and tone of the corresponding vocabulary between Mongolian and Chinese,systematically explain the Chinese grammatical knowledge and collocation patterns,emphasize the similarities and differences between the corresponding grammatical forms of Mongolian and Chinese,In order to improve the Chinese teaching effect for Mongolian-speaking students,so as to reduce the errors of Mongolian students in the collocation of Chinese words.According to the literature collection,it is found that there are not only collocation errors in Chinese words among Mongolian-taught junior high school students.In the ethnic minority areas where the mother tongue is not Chinese,there are also factors such as ethnic cultural differences,social environment,and economic development.There are many similar teaching difficulties.Only when the corresponding reason is found can we put forward effective teaching problems teaching advice.Mistakes can't be solved by just one moment.Teachers should continuously improve their qualities,adopt scientific and systematic teaching methods,and guide students to consolidate their practice continuously to reduce errors in teaching.