Study On The Errors In The Ordering Of Uygur Students’ Acquisition Of Chinese Words

Investigation and analysis of Chinese learning by Uyghur learners,we saw that there were many Chinese errors in the students.This paper collects and labels a large number of Chinese corpus corpus about Uyghur students,and uses corpus statistics method and bias analysis method to analyze and classify the learner’s word order errors.Comparing the learners’ differences in Chinese learning,and further exploring the main reasons and teaching strategies for these word order errors,and I hope to provide some help for Uyghur students’ Chinese learning.The primary coverage of this article is divided into four main sections:1.There are 374 cases of word order errors in the collected corpus,and there are five main types.including structural auxiliary word "的(de)"(118 cases),dynamic auxiliary words "了(le)"(72 cases),prepositions "对(dui)"(59 cases),separable words(63 cases),and internal structure of words order errors(62 cases).In each type of bias,it is divided into different sub-categories according to the position of the words in the sentence.2.There are 1792 cases about word order bias of sentence,which are divided into the sentence structure order bias(697 cases)and syntactic components order bias(1095 cases).The sentence structure order bias includes four types,there are the word order bias of the subject-predicate structure(244 cases),the word order bias of the verb-object structure(196 cases),the word order bias of the fixed structure(68 cases)and the word order bias of the structure(189 cases).The syntactic components order bias include six categories: Subject word order bias(123 cases),Predicate word order bias(81 cases),Object word order bias(65 cases),Attributive word order bias(142 cases),Adverbial order bias(603 cases)and Complement order bias(81 cases).The attributives are divided into single Attributive(81 cases)and multiple Attributives(61 cases),the Adverbials were divided into Adverbial advancement(249 cases),Adverbial posterior shift(277 cases)and Polysemy’s word order bias(77 cases).3.There are three main reasons why learners have Chinese word order errors.(1)Influenced by the negative transfer of the mother tongue,mainly the difference of the syntactic components in Chinese and Uyghur.The learner is susceptible to the influence of the mother tongue when learning the second language,obviously manifested in the verb-object structure,the positional relationship between the middle structure and the intermediate complement structure,and the word order bias of the preposition "对(dui)";(2)The influence of the generalization of the target language.In the process of the second language learning,Due to the incomplete use of the target language and the rules of the sentence,it is easy to generalize the rules of a sentence or type into more sentences.It is expressed as the position of morphemes in the clutch words,the errors in the subject,adverbial and complement;(3)The complexity of the target language rules,This mainly focuses on the word order bias of multiple attributives and polygraphs.The learner grasps the order of multiple attributives and polynoms in a onesided manner,and a series of word order errors occur.4.According to the types of word order errors that learners appear,this paper mainly proposes three teaching opinions and countermeasures.(1)Implement modular teaching.According to the problems that students are prone to,we can reasonably divide.Dividing the larger sentences into several small modules.Through modular teaching and training,students can realize the process from partial mastery to whole sentence mastery.(2)Perform formatting exercises.Types and sentence patterns that are prone to word order errors are formatted and fixed into specific forms,and a large number of exercises are carried out for students to achieve the purpose of reducing errors.(3)Establishing a personal dynamic corpus.By constructing a dynamic composition corpus,students can consolidate the word order biases in the review at a certain stage,and compare them from different stages to compare the differences in the types and quantities of word order errors.In this way,the staged learning effect is detected.