The Study On Elementary-level Hungarian Students’ Acquisition Of Chinese Commonly Used Function Words

Hungarian Chinese learners at the primary stage have great difficulty in learning Chinese function words and make frequent errors while using.Based on the primary level Chinese learners in the Confucius Institute of ELTE University in Hungary,this paper extensively collects the interlanguage corpus used in front-line teaching,and then classifies the corpus,makes statistical analysis and gives specific description,hoping to have a deeper understanding of the general situation of function words acquisition of Hungarian primary level students.In the first part of this paper,the research background will be introduced,including the previous research results,the ontology knowledge and acquisition theory of function words,the corpus and the background of Chinese teaching in Hungary.In the second part,statistics and analysis will be carried out on the error samples of function words,so as to summarize the general tendency of the error in the acquisition of function words.In the third part,the typical errors of function words will be described specifically.Finally,in the fifth and sixth parts,we will analyze the causes of the errors and give some teaching suggestions.According to the statistical analysis of the interlanguage corpus,Hungarian primary level Chinese learners have the highest error rate in the use of commonly used auxiliary words;The absence of function words is the most obvious type of error;The most serious errors of single function words are often very elementary function words,such as structural auxiliary word "了",adverb "很",preposition "在" and so on.By studying the errors in the acquisition of common function words among Hungarian primary Chinese learners,this paper hopes to provide reference in practical teaching,effectively reduce the error rate of function words and improve students’ ability of using Chinese to communicate and express.