Analysis And Teaching Suggestions Of Coordinating Conjunctions For Russian Intermediate And Advanced Chinese Learners

Coordinating conjunctions are a significant part of Chinese language.Moreover they play important role in Chinese teaching,especially those with similar meaning and usage.Such conjunctions as "he","er","yu","ji" and "bing" should attract special attention of Chinese educators since they are a difficult point for Russian learners of Chinese.In Russian the corresponding word of the above-mentioned conjunctions are all "?",so Russian learners often confuse the usage,which can be the source of serious mistakes.Therefore,studying the coordinating conjunctions' usage errors made by Russian learners can help Chinese educators teach Chinese more effectively and improve Russian learners level.This research focused on the coordinating conjunctions' usage errors made by Russian intermediate and advanced Chinese learners as the research object.Usage errors in coordinating conjunctions such as "he","er","yu","ji",and "bing" were collected through a questionnaire provided to Russian intermediate and advanced Chinese learners.We analyze the types and the causes of errors and put forward the corresponding teaching suggestions.This research is based on theory of error analysis doctrine.Research calculates and analyzes the errors made by Russian intermediate and advanced Chinese learners.Through the analysis of the questionnaire the author believes that there are three types of coordinating conjunctions' usage errors made by Russian intermediate and advanced Chinese learners: substitution errors,omission and wrong order.Among them substitution errors have the largest number of 478 errors,accounting for 83.12% of the total number of errors.The coordinating conjunction with the highest error rate is "he",accounting for 34.83% of the total errors,and the conjunction with the lowest error rate is "bing",accounting for 12.08% of the total errors.On this basis the author puts forward the following causes of errors: negative transfer of mother tongue,negative transfer of the target language,learner's personal factors,teaching materials factors,teachers and teaching methods factors.Finally,based on the analysis of errors and their causes the author puts forward the teaching suggestions from the aspects of textbooks,teaching methods and classroom teaching.Through the analysis of the questionnaire data it was found that most Russian intermediate and advanced Chinese learners agree with the author's teaching suggestions.