Error Analysis And Teaching Discussion Of The Existing Sentences In The Acquisition Of Chinese By Cameroonian Students

Existential sentences are sentences that indicate the presence,appearance,or disappearance of someone or something somewhere.It belongs to a special sentence pattern in the Chinese language and it is a difficulty for Chinese learners,as well as it is for Cameroonian students.As we all know,Cameroon has two official languages: French and English;but in fact,people who speak English as their mother tongue in Cameroon basically speak French,but those who speak French as their mother tongue may not necessarily speak English;it means that the most common language in Cameroon is still French;it is precisely Because of this reason that we take Cameroonian Chinese learners who can speak French as the research object of this article.Based on the research of our predecessors,we apply the theory of second language acquisition and the theory of error analysis to compare the existing sentences in Chinese with the corresponding sentences in French to find out the similarities and differences between the two.Cameroonian students who have acquired Chinese existing sentences have conducted a survey.There is a total of 48 students who filled the survey.The errors learned through the survey are analyzed,and the types of errors are summarized to provide targeted teaching suggestions.The main content of this article is divided into six parts:Firstly,the introduction,the source of the research in this article,and then the comparative analysis method,questionnaire method,bias analysis method and other research methods we used,and finally the aim of the research.Then in the first chapter,the literature review of existential sentences is divided into three parts.First,it reviews the ontology research of existential sentences,secondly summarizes the study of existing Chinese existing sentences according to different languages,and finally,after analyzing the study of the existing Chinese sentences The innovation of this article lies in the fact that it is the first thesis that analyzes the errors of Cameroonian students' existing sentences.Then in the second chapter,based on the definition of the existing sentences in Chinese and French,we compare the Chinese existing sentences with the corresponding sentences in French from the sentence classification and the characteristics of each segment of the sentence.It is found that although the existing sentences in the two languages are very different in sentence pattern and sentence composition,there are also similarities in semantics and some expressions.In the third chapter,this study investigates Cameroonian students' acquisition of Chinese existing sentences.The result of the survey is that Cameroonian students often have errors in the acquisition of Chinese existing sentences,including errors in order,omission,substitution,addition,etc.In the fourth chapter,from the information collected in the questionnaire survey,we found that one of the main reason why Cameroonian students make mistakes in the acquisition of Chinese existing sentences is the negative transfer of mother tongue.In addition,there are others reasons as generalization of target language knowledge and inappropriate learning and communication strategies.At last,Chapter 5 discusses the corresponding countermeasures.Specifically,we advocate not only to teach following the textbook but also through the classroom teaching by explaining the grammatical difficulties in French and Chinese at the same time so that students can thoroughly separate the similarities and differences of existing sentences in the two languages to reduce errors,the frequency of error's occurrence.In addition,we also put forward some suggestions for practice design method.