| Culture and language are two inseparable elements in international trade.With the development of globalization,cultural exchanges between various countries have been continuously strengthened.Especially in recent years,the rapid economic development of China has aroused people’s enthusiasm for learning Chinese in many countries,and Kyrgyzstan is no exception.In 2013,General Secretary Xi Jinping proposed the establishment of the "Belt and Road" initiative,and the influence of Chinese has continued to expand.In this context,the status of Chinese as the language used in international trade has been increasing,which has also attracted more Kyrgyz students to come to China to learn Chinese.There are many special grammatical phenomena in Chinese.The "ba" sentence is one of the most common sentence patterns.For Kyrgyz students studying Chinese,they have encountered many difficulties in the process of learning Chinese.Therefore,this article wants to discuss the basic Chinese learning in Kyrgyzstan.The errors and causes of the errors in the use of Chinese "ba" sentences.The full text is divided into seven chapters:The first chapter is the introduction,pointing out the research background of this article,explaining the research significance of this article from two aspects of theory and practice,and from the summary research of "ba" sentence,the ontology research of "ba" sentence,and the teaching of "ba" sentence Four aspects of the study and the study of the acquisition error of "ba" sentences introduce the current status of related research,and finally point out the research methods and ideas of this article.The second chapter analyzes the syntax,semantics,and pragmatic characteristics of the "ba" sentence,and points out that the "ba" sentence syntax requires the verb to be non-polished and the object to be qualitative,and the semantic aspect of the "ba" sentence includes the disposition theory and the cause.Speaking of three different versions of displacement theory.In the aspect of pragmatic analysis,it discusses the focus and contextual characteristics of the "ba" sentence.The third chapter is based on the comparison between Chinese and Kirgiz.It analyzes the subject component of the Chinese "Ba" sentence and the corresponding component in Kirgiz,the object component of the Chinese "Ba" sentence and the corresponding component in Kirgiz,and the Chinese "ba" sentence corresponds to the Kirgiz language.Similarities and differences between grammatical expressions.The fourth chapter is the part of error analysis.This part analyzes the errors of Kyrgyzstan students’ acquisition of "ba" sentences.Four types of questions,including multiple choice questions,judgment questions,sentence rewriting,and sentence formation,are designed to analyze and test the questionnaire,combined with the error materials obtained from the grammar test,and summarize the types of errors.There are four main types: misordering,avoidance,omission and omission..The fifth chapter summarizes the reasons for the errors of Kyrgyzstan students’ "ba" sentence combined with the grammatical test investigation: student factors,teaching factors,teaching materials factors,negative transfer of mother tongue,target language generalization,and the influence of differences in language thinking styles.Chapter VI Countermeasures and Suggestions.Among them,teachers propose integrated and divergent teaching,strengthen grammar teaching,strengthen bilingual contrast teaching,and strengthen semantic context teaching.Optimize the grammatical writing of "ba" sentences in teaching materials;highlight the compilation of bilingual teaching materials.The students suggested that a variety of learning methods should be combined to promote the positive transfer of the mother tongue and cultivate the sense of the target language to complete the study summary.The seventh chapter is the conclusion,summarizing the research results of this article,and pointing out the shortcomings. |
