On Error Analysis Of Chinese Words Misused By Uygur Elementary Chinese Learners

Xinjiang is a multi-ethnic area with Uygur as the main group.In recent years,with the development of society,the demand for bilingual people is increasing.For Uygur students,Chinese is a language other than their mother tongue,and because of the relative backwardness conditions in the aspect of economic development,teacher resources,school education in Xinjiang,it is difficult for them to learn Chinese.Word is the foundation of language.Language cannot be formed without words.The learners at the primary stage are prone to errors in language learning.A thorough study of learners' lexical errors at the initial stage of language learning is conducive to teachers' efficient lexical teaching,that is to say,enable teachers to grasp the key points and difficulties in lexical teaching in the initial stage of students' lexical learning.This thesis aims at studying lexical errors of the Uygurs native speakers in preparatory classes of a high school in Urumqi Xinjiang Province based on Error Analysis and all the materials that collected from their homework and exams.It is presented by a general description and analysis of the overall situation of all lexical errors.Research suggests that:1.Among all the lexical errors in the language material collected,notional words account for 71% of the total errors,while functional words only account for 29%.The errors of verbs,nouns and quantifiers in notional words account for 26%,17% and 21% respectively.The errors of adverbs,prepositions and auxiliary words in function words account for 8%,12% and 8% respectively.There are fewer errors in adjectives,numerals,pronouns and conjunctions.2.The main types of noun errors in language materials collected is misuse of plural forms of nouns;verb errors include "wrong order","wrong addition","wrong use" and "omission";classifier errors include "misuse" and"omission";adverb errors mainly occur in degree adverb,scope adverb and negative adverb;preposition errors include "wrong order","wrong addition" and "omission".3.The causes of lexical errors of Uygur Chinese beginners mainly include the negative transfer of mother tongue,the negative transfer of target language and the influence of students' learning strategies.4.Finally,three teaching methods are proposed to reduce or avoid lexical errors among Uygur Chinese beginners: teachers should use their mother tongue appropriately in class;teachers should attach importance to part-of-speech teaching;students' awareness of learning strategies should be enhanced.Aiming at the lexical errors of Uygur students in learning Chinese,this thesis puts forward some teaching suggestions and measures to improve the teaching effect of Chinese lexical teaching based on the data analysis and research results,with a view to serving Chinese teaching practice and enriching the theory of second language acquisition research in China.