Analysis Of Word Order Errors In Mongolian Chinese Learners And Teaching Suggestions

In this thesis,Mongolian students in the process of learning Chinese,the Chinese word order error of this problem was investigated.This paper adopts the method of network questionnaire,based on the effective questionnaire of 50 Mongolian Chinese learners,to discuss the errors of Mongolian Chinese learners in learning the knowledge point of Chinese word order,cause analysis and teaching suggestions.This paper is mainly composed of the following five parts:The first part is the introduction,which mainly elaborates the definition of word order concept involved in this paper,the research significance and innovation of this issue,the source of corpus,the basic theories and research methods involved in this study,and the previous research status.The first chapter of the questionnaire survey,mainly involving Mongolian Chinese learners of word order learning questionnaire design purpose,involved objects and analysis of the survey results.It includes the summary of 50 Mongolian Chinese learners’ mastery of Chinese word order and the analysis of various types of errors.The second chapter analyzes the causes of errors,mainly from the learner’s personal factors,teaching methods,teachers’ personal quality three aspects of Mongolian Chinese learners learning Chinese word order errors were analyzed.In the third chapter,the author starts from the investigation results of the errors of Mongolian Chinese learners in learning Chinese word order knowledge and the analysis of the causes of the errors.The corresponding teaching suggestions are given from six aspects: classroom teaching methods,teachers’ language competence,cultural adaptation,Chinese teaching materials,use of social media,and after-school language companion learning mode.The last part is the conclusion.Through this study,it is found that Mongolian students have five problems in Chinese word order,including subject word order,predicate object word order,adverbial word order,attributive word order and complement word order.And summed up,learners personal factors,teachers’ personal quality,teaching material factors these three aspects of the reason.In the aspect of solutions,the author starts from the aspects of classroom teaching methods,teachers’ language level,Chinese textbooks,language environment construction and after-class language companion learning mode.