Studies On "Is" Sentence Patterns Of Indonesian Chinese Learners

In this paper,the errors of Indonesian Chinese learners in the HSK dynamic composition corpus are taken as the object of study.And based on the theory of error analysis,interlanguage theory,comparative analysis theory,through the corpus analysis,interviews and other research methods,the error situation was investigated and analyzed.There are five chapters in this paper,the first chapter is the introduction,the second chapter is the comparative analysis of the "Is" sentence patterns in Chinese and Indonesian,the main conclusions of this chapter are:1?"Is" sentence patterns in the Chinese and Indonesian words have the same points,mainly in the same semantics,the structure is also the same,mainly including sentence patterns "subject+is+noun"?"Adverb/enlightenment verb/commentary word+is";2?"Is" sentence patterns in Chinese and Indonesian also have very different points,mainly in the same semantics,the different structure.Mainly including sentence patterns"subject+is+verb/adjective/clauses"?"Is+'de' phrase"?"Is��de" structure.The third chapter is the analysis of the type of "Is" sentence patterns error of Indonesian Chinese learners.The main conclusions of this chapter are as follows:1?the errors of Indonesian Chinese learners in the HSK dynamic composition corpus can be divided into three types,they are missing errors?plus errors?misrepresentation errors;2?Omissions errors accounted for the highest error rate,but also can be divided into missing "Is" and missing "de";3?Sentence "adverb/encyclical verb/commentary word + is" in the omission "is" the largest proportion of the error,sentence "is + adverbial + adjective + 'de' " in the omission of 'de' the largest proportion of the error,omission of "de" errors are mainly concentrated in the "Is��de" structure.The fourth chapter is the analysis of the causes of the error of "Is" sentence patterns in Indonesian Chinese learners,the main conclusions of this chapter are as follows:1?The reasons for the occurrence of bias can be divided into two aspects:subjective and objective,subjective aspects are mainly divided into interspecial migration,learners' learning strategies and communicative strategies;2?The objective aspect includes the complexity of "Is" sentence patterns itself,the arrangement of teaching materials and the design of the exercises,the teacher's teaching the generalization of target language.In the fifth chapter,based on the comparative analysis of the types of errors,the causes of errors and the "ls" sentence patterns in Chinese and Indonesian,put forward the effective teaching countermeasures.Specific countermeasures can be summarized as follows:1?Clear "Is" and "de" omission of the conditions;2?Clear the grammatical point;3?Pay attention to distinguish similarities and differences between similar sentences;4?To strengthen the language and the sentence between the correct and comparative study;5?Continue to strengthen their own learning ability,timely absorption of modern Chinese theory research results;6?Teaching materials should focus on the arrangement of the system and the diversity of practice.