Error Analysis Of Cuban Students’ Chinese Interrogative Sentence Learning And Teaching Suggestions

Interrogative sentence play an important role in our Chinese study as well as our daily communication.Chinese and Spanish belong to different language families,so they are vastly different,Chinese teachers need to have a good knowledge of the two languages to better fulfill the teaching tasks.Based on the comparison of the two languages,this paper analyzed the Error of Cuban Students’ Chinese interrogative sentence learning,and hoped that it be helpful to the Chinese interrogative sentence teaching in Latin America,and provide the Chinese teachers in Latin America with the first-hand and vivid materials.This thesis consists of six parts as follows: Chapter one analyzes the relevant theories and present research of the Chinese interrogative sentence,Chapter two compares the modal particle,word order,intonation and answers of the interrogative sentence of the two languages,and predicts the difficulties the Cuban students may meet,Chapter three analyzes the errors,and draws the conclusion that the rate of error from high to low are specific question,positive-negative question,alternative question,yes-no question,and the rate of five bias types from high to low are wrong alternation,disordering,addition,omission,blends.Chapter four summarizes the reasons of error which are negative language transfer,overgeneralization,misleading of teaching,attitude and motivation.Based on the actual situation,Chapter five gives some suggestion about the teaching of Chinese interrogative sentences.The last chapter summarizes the whole paper.