The Study Of Existential Sentence Teaching Of Mongolia Overseas Students

Chinese existential sentence is not only a sentence with Chinese characteristics,but also a key point in teaching Chinese as a foreign language.Because the students in Mongolia are not very accurate in mastering the Chinese existential sentences,therefore,it is of great value and practical significance to study the acquisition of Chinese existential sentences for Mongolia students.This paper is based on the questionnaire,to find out the errors in the acquisition of Chinese existential sentences by Mongolia students,and the analysis of various errors appeared,find out why.It is found that the most likely error of Mongolia students is the omission of Chinese existential sentences,That is,the omission of the locative word in the A paragraph,the omission of the complement or the dynamic auxiliary word in the B paragraph,and the omission modifier before the noun in the C paragraph.The second is the dislocation of Chinese existential sentences,that is to say,the students in Mongolia are influenced by the negative transfer of native language,and it is easy to put the predicate of Chinese existential sentences at the end of the sentence.The second is the mixed problem of Chinese existential sentence,namely students often put two independent sentences into a sentence,thereason is that the basic knowledge of the students is not strong enough to grasp the mistakes of the two schools.Finally,the addition errors and substitution errors of the Chinese existential sentences are added to the students' mistakes,which means that the students are wrongly added to the correct elements or replaced the correct ones with the wrong ones.The positive rate of the lower sentence in Chinese existential sentences is also discussed in this paper to determine the acquisition order of Chinese existential sentences,the order of acquisition of the lower sentence in Chinese existential sentence is "you sentence","zhe sentence","shi sentence","le sentence",and "verb" + "complement" sentence.In the teaching design,the existential sentence and the looming sentence are not distinguished,and the "time words + verb / verb phrase +noun phrase" structure is incorporated into the teaching scope of Chinese existential sentences.The teaching is divided into two stages: the first stage is the "you sentence",the "zhe sentence" and the "shi sentence".The second stage is "le sentence" and "Verb + complement" sentence.In the teaching design,we first use the form to demonstrate the structure of Chinese existential sentences,so that students can master the structure of Chinese existential sentences at the grammar level,and then practice,improve the ability to use Chinese existential sentences.This study confirms the errors in the acquisition of Chinese existential sentences by foreign students in Mongolia,find out the cause of the error,corresponding teaching design has been compiled,emphasis is placed on the prone areas of errors,and put forward teaching and learning two aspects of the corresponding recommendations.