Error Analysis And Teaching Strategies Of Negative Adverb "Bu"(不)and "Mei "(没) Against Mongolian Students

Chinese belongs to Sino-Tibetan language family and Mongolian belongs toAltaic language family, since both of them belong to different language families,therefore, syntax errors occur more frequently during the acquisition of Chinesegrammar in terms of learners in Mongolia. The author selects ten frequently-usedgrammar items in the initial stage of TCFL teaching from the commonly usedtextbook of Mongolian students (HANYU JIAOCHENG and NEW PRACTICALCHINESE READER). Through analysis, the negative adverb "Bu" and "Mei" have thehighest using error rates for freshman of Mongolia University for Nationalities. Tofurther explore the causes, the questionnaire method is applied to investigate theusage of negative adverb of students in seven Mongolia universities (includingMongolia University for Nationalities). The investigation results show the main typesof errors in the acquisition of negative adverb "Bu" and "Mei" of Mongolian students.In order to probe into the causes of errors more deeply, the author makes a simplecomparison between Chinese "Bu" and "Mei" and Mongolian "г й". By contrastiveanalysis, the main causes of errors in the acquisition of "Bu" and "Mei" of Mongoliancollege students are obtained. To put forward the teaching suggestions aiming atcollege students in Mongolia, the author designs different modes of teaching for twoclasses (having the same learning backgrounds) of freshman year in MongoliaUniversity for Nationalities. Through empirical teaching study and in line withcomparison results of teaching effectiveness of the two classes, the correspondingTCFL teaching suggestions are presented, hoping to provide some reference to TCFLteaching in Mongolia and other countries.In chapter1, the reason for selecting this topic, corpus constitution, and researchmethods are briefly stated. In chapter2, the author describes the ontology research and sorts out ontologyresearch as the theoretical basis for this paper. Meanwhile, the TCFL research isdescribed and the problems exist in the present researches and the innovations of thispaper compared with the previous researches are pointed out.The third chapter is the important chapter of this paper. In this chapter, sevenuniversities in Mongolia is investigated and analyzed to gain the result of main typesof errors. In the meantime, the author compares the main negative words inMongolian and Chinese innovatively and further reach the main causes of errors madeby Mongolian students.In chapter four, the author conducts the empirical teaching studies towards theabove mentioned research results so as to make up for its inadequacy. In MongoliaUniversity for Nationalities, the author compares and empirically analyzes twodifferent teaching modes directing at two classes with same learning background.In chapter five, corresponding teaching suggestions are thrown out basing on theresults of the empirical study.In the last chapter, the main study results in this paper are concluded, hoping tooffer some help for TCFL grammar teaching.