Research On Mongolian Students’ Acquisition Of Chinese Punctuation Based On HSK Dynamic Composition Corpus

As an organic part of language,Chinese punctuation plays a very important role in writing,but Chinese punctuation often does not get enough attention in teaching.There is almost no teaching content of Chinese punctuation in textbooks such as Developing Chinese,Road to success and Boya Chinese.Therefore,there are a lot of errors in the use of punctuation in writing by foreign students.Using qualitative and quantitative methods,this paper collects 59 Mongolian Students’ compositions in HSK dynamic composition corpus（version 2.0）,in order to study the acquisition of Chinese punctuation by Mongolian students.This paper is divided into three parts.The specific contents are as follows:The first part is the investigation of punctuation errors in Mongolian Students’ compositions.Firstly,the use of twelve kinds of Chinese punctuation marks in Mongolian Students’ compositions is counted and analyzed,including six kinds of periods and six kinds of punctuation marks,of which commas and periods are used most frequently.Then the error of punctuation is counted.There are nine kinds of punctuation errors,namely comma,period,colon,stop,quotation mark,book name,exclamation mark,question mark and ellipsis.The other three are connection number,dash and interval number,which only appear once,so they do not have the nature of error.The second part is the analysis of the types and causes of punctuation errors in Mongolian Students’ compositions.The types of punctuation errors include writing body errors,format errors,redundant punctuation,missing punctuation and misuse of punctuation.Although there are many errors in writing form and format,the form of errors is simple and easy to correct.The number of errors of redundant punctuation,missing punctuation and misuse of punctuation is small,but the causes are the most complex and diverse,which is not easy to correct,and it is difficult for foreign students to master.There are two reasons for the above errors: the internal reasons are the negative transfer of mother tongue and the generalization of target language knowledge,and the external reasons are some problems in students’ learning strategies and teachers’ teaching.The negative transfer of mother tongue leads foreign students to write in the form of Mongolian punctuation;The generalization of target language knowledge leads to the excessive application of Chinese punctuation rules by foreign students;Foreign students’ own learning strategies make them avoid using more difficult punctuation marks;Teachers also pay less attention to punctuation knowledge in teaching,which makes students marginalize punctuation.The third chapter is the suggestions for the punctuation errors of Mongolian students.First,the use of punctuation marks should be added to the syllabus,examination syllabus and textbook compilation of international Chinese education for Mongolian students;Second,teachers should change their teaching ideas,pay full attention to the teaching of Chinese punctuation,and make Mongolian students reduce the errors of punctuation through reasonable teaching strategies and teaching principles,so that they can finally use Chinese punctuation correctly;Third,students should change their learning methods,adopt a variety of learning strategies,and pay attention to cultivating Chinese language sense,so as to promote the learning of punctuation.At the same time,students should establish a self-evaluation mechanism,reflect on their own shortcomings,and improve their learning efficiency.I hope this study can provide some reference for the teaching of Chinese punctuation for Mongolian students,so that Mongolian students can improve their Chinese writing ability and write more appropriate articles.