| The "bei" sentence has always been a difficult point in the content of teaching Chinese as a foreign language,in the process of learning Chinese as a second language,Pakistani learners inevitably appear a variety of "bei" sentence bias problems,affecting their confidence and even affect their own to further improve the level of Chinese,which is very detrimental to the effective conduct of Chinese teaching activities in the country.As a country with majoring a foreign policy of peace,China’s international status and influence are gradually increasing,and as the Chinese language fever continues to heat up in the world,the teaching and education of Chinese as a foreign language is in full swing.The number of Pakistani students learning Chinese is increasing,and solving their problems of Chinese learning is an essential step forward in the teaching of Chinese as a foreign language.Guided by the theory of second language acquisition,the theory of language migration,the theory of comparative analysis and the theory of bias analysis,this paper uses the methods of literature research,questionnaire survey,comparative analysis and summary,and takes 130 effective questionnaires on the ground and students’ real-time classroom feedback as the main sources of materials.The bias in learning "bei" the Chinese-learning Pakistani is the main research object,the six types of bias appeared in students are analyzed in depth and explore their root causes,and the effect of negative migration of mother tongue on the acquisition of Pakistani students is explored,and finally,corresponding suggestions and strategies are put forward for the causes of these biases.First of all,this paper starts with the comparative research of Chinese "bei" sentence and passive sentences in Urdu,based on the fact that the first language also called mother language of Chinese learners in various countries,will directly affect the acquisition of the second language,and provides a reference and analysis basis for providing stoic and analytical basis for the "bei" sentence bias root cause judgment below.And because of the level of the object of study and the "bei" sentence teaching situation,the Chinese unmarked passive sentence is not in this scope of research.Then,under the guidance of the theory of second language acquisition and bias analysis,the inductive analysis of the six syntactic structures of the "bei" sentence learned by Chinese-learning Pakistani,the generalization,omission,misorder,error of composition,and semantic understanding error,and the concrete influence of the negative migration of mother tongue,the over-generalization of the knowledge of the target language and the teaching factors.Finally,according to the research data and conclusions,this paper puts forward the solution strategy and some thinking on the aspects of teaching materials,teaching methods and teachers,which involve subjective and objective factors respectively.These strategies include teacher aspects,who need to play a proactive role in the teaching of Chinese to Pakistani students,to guide students to carry out their own comparative analysis of Chinese-Urdu,pay attention to bias analysis,and improve their sense of Chinese language;In terms of teaching materials and teaching methods contained in these strategies,control subjective variables and give play to objective advantages,teachers should mobilize their own initiative to supplement the important semantic,pragmatic and syntactic structure of the "bei" sentence knowledge points,to improve teaching design.As a practitioner of teaching Chinese as a foreign language,I expect this research to arouse the attention of foreign Chinese teachers and Pakistani students to language bias,at the same time,I hope it could provide some reference and help for scholars who later do the research on the teaching Chinese in Pakistan. |
