The Modern Uighur Preppy The Chinese Adverb "only" And "on The Acquisition

Among Chinese adverbs,"cai" and "jiu" have multiple functions, frequently usage and complex meaning usage, and they are the key point and difficulty in learning of Uygur students. At present, there was not comprehensive study "cai" and "jiu" that aimed at the acquisition of all the meanings in Uygur students. According to the study aimed at the acquisition order and error analysis of "cai" and "jiu",there are theory and practice meanings to Chinese ontology researches and Minorities learning Chinese adverb studies.This paper mainly adopted the method of questionnaire, investigated the usage of "cai" and "jiu", analysised of the error rate of their use of the two adverbs, and summarized the acquisition difficulty order of various meanings. In order to provide suggestions for teaching, we analysisd the error performances of the various meanings of "cai" and "jiu", summed up the causes of error. This paper mainly has the following experiences:1. The acquisition of Uygur students for "jiu" is better than "cai" The acquisition of semantic aspects is the best for "cai" and "jiu". For "cai", the pragmatic error rate is the highest; while for "jiu", the grammar error rate is the highest.2. For Uygur students, there is certain acquisition sequence in acquisition of "cai" and "jiu", this sequence and its grammatical sequence has great consistency.3. Through the analysis between the MHK level3and4, We can draw that with the higher level of Chinese, acquisition errors of various meanings of "car" and "jiu" were decreased, but each semantic errors decrease is not balanced.4. For the Uygur students in same level of Chinese, the gap of the error rate among the various meanings acquisition of adverb "jiu" is bigger than "car". The error rates of opposite meanings of "cai" and "jiu" exhibit a certain negative correlation; while those of similar meanings show a certain degree of consistency.5.There are two effects of adverbs "cai" and "jiu" acquisition errors of Uygur students,one is mother tongue is lack of corresponding form,another is the number of various meanings input is insufficient or incorrect. Meanwhile, overgeneralization is also the cause of errors.In order to reduce the errors of the use of "cai" and "jiu" for Uygur Students, textbook compilation and teaching process should be based on the acquisition level, step by step; highlight key points and difficulties; to the meanings of high use rate and high error rate, increasing their semantic input quantity; making good use of the cognitive characteristics of "cai" and "jiu" of students; the teachers strengthen teaching guide for students.