Chinese Mongolian Derived Word Formation Compared With Chinese Vocabulary Teaching

The cooperation and exchanges between Mongolia and China are getting broader and broader, the number of students learning Chinese is getting more and more, so as the research on Chinese study is much more deepening. Mongolian students encounter many difficulties during their study on Chinese language because of the huge differences between two languages’ writing and structure. Especially in teaching Chinese, students and teachers focus more on the study of grammar, whereas vocabulary and word-formation are often ignored. Word-formation plays a major role in the process of learning language which is also shows every different nation’s way of thinking.Word formation is a way of creating new words by using the certain rules. Word formation plays an important role in every language and also a core part of language study. The derivation and compounding are the most common and the most creative methods in word formation. The number of students learning Chinese is getting more in Mongolia, but the research on Chinese and Mongolian word formation is not enough, books and materials do not meet the needs for students.This paper is targeted on comparing Mongolian and Chinese word formation and finding out two languages similarities and differences of word formation. Furthermore, the paper helps students to reduce errors and difficulties during the study of Chinese vocabulary.The paper includes four main parts:The first part is an introduction on significance of topic, sources of information related to scope, and research methods.The first chapter introduces the Chinese and Mongolian word formation, finds out two languages’ similarities and differences on word formation. The second chapter focuses on two languages’derivational word formation and their structural units. This part also makes some conclusions between Chinese and Mongolian derivation of word formation and structural units on the bases of comparison.The third chapter makes some analysis on Chinese and Mongolian high-frequency affixes and identifies the Chinese and Mongolian correspondence between affixes.The fourth chapter makes some recommendations to the methods of teaching for the Mongolian students. The Chinese main word formation is compounding whereas Mongolia is derivation. Such differences will inevitably lead to Mongolian students in terms of memory and understanding vocabulary of Chinese language. Therefore, teachers try to eliminate the subjective factors of students and from the similarities and differences of word formation should guide students to develop composite Chinese thinking, to adapt to the Chinese language and customs, so as to achieve the purpose of teaching Chinese vocabulary.