A Study On The Errors Of Mongolian Students In Chinese Compound Directional Complemen

In recent years,the number of Chinese learners in Mongolia has increased dramatically,the teaching of Mongolian Chinese has developed rapidly,and the research on Mongolian Chinese teaching has been carried out in depth.The problems in Mongolian students ’ Chinese teaching have gradually attracted the attention of the international Chinese education community.In recent years,the Mongolian language environment in Mongolia has gradually converged with the domestic Mongolian language environment,which is more conducive to the comparison of Chinese and Mongolian languages and the study of Chinese teaching for Mongolian native speakers.There are great differences in pronunciation,grammar and vocabulary between Chinese and Mongolian.Chinese has six sentence components : subject,predicate,object,attributive,adverbial and complement,while Mongolian has only five sentence components : subject,predicate,object,attributive and adverbial,and no complement.As an important grammatical component of Chinese,the study of compound directional complement is very valuable.In practical teaching and daily life,Mongolian students often make errors in using compound directional complements.In view of this,on the premise of collecting and sorting out the achievements of predecessors,this paper makes a systematic research and analysis on the errors of compound directional complement in Mongolian students.According to the corpus and the questionnaire,it is found that there are four types of errors in the compound directional complement of Mongolian students.There are four main reasons for the errors.According to the causes of the errors and the characteristics of Mongolian students,relevant teaching suggestions are put forward.This article is divided into four parts :The first part discusses from five aspects : research purpose and significance,research review,research content,research methods and innovation points.The literature review is divided into two parts : the first part sorts out the research results related to the semantics,semantic extension and syntactic structure of compound directional complements,and the second part sorts out the research results of compound directional complements from the perspective of international Chinese.Both parts pave the way for this article and provide ideas.The second part introduces the four types of semantics of Chinese compound directional complements and the corresponding expressions of the four types of semantics of Chinese compound directional complements in Mongolian.In the four types of semantics,the corresponding expression of Mongolian is more comprehensive,followed by the state meaning,and finally the result meaning and time meaning.The third part analyzes the acquisition of Chinese compound directional complements by Mongolian students through corpus survey and questionnaire survey,and analyzes that the types of errors of Chinese compound directional complements by Mongolian students are omission,misrepresentation,misaddition and misordering,among which omission and misrepresentation are the most common.Among the four types of semantics of compound directional complements acquired by Mongolian students,four types of errors appear in both directional meaning and result meaning.There are three types of errors : omission,misrepresentation and misorder in time meaning,while only two types of errors :misrepresentation and misorder in state meaning.The fourth part first analyzes the reasons for the errors of Mongolian students ’ Chinese compound directional complements are negative transfer of mother tongue,generalization of target language rules,influence of language environment,influence of learning time and expression strategies,so as to put forward feasible teaching suggestions for Mongolian students to learn Chinese compound directional complements.From the perspective of the error rate of Mongolian students ’ Chinese compound directional complements,it is proposed to strengthen the comparison of Mongolian and Chinese languages,attach importance to the teaching order,and carry out situational teaching.