| Nouns are used to describe both people and things,and can describe either concrete people or things,or abstract concepts,properties,and so forth.They are the most numerous category in modern Chinese vocabulary and the priority of Chinese vocabulary teaching.The error rate of nouns in Russian students’ output discourse is quite high,with a widespread and high-frequency nature.Currently,scholarly papers on the study of Chinese lexical errors among Russian students are being proliferated,yet only a small number of pages relate to noun errors,lacking in a comprehensive and systematic way,which is unfavorable to the development and improvement of teaching Chinese vocabulary to Russian students.By combining the Interlanguage Theory and Error Analysis Theory,this paper investigates the overall Chinese noun errors among Russian students on the basis of collecting and filtering the noun-related corpus of Russian students from the Global Chinese Interlanguage Corpus as well as arranging and analyzing the data.Furthermore,this paper categorizes and examines the noun misuse and coinage,which have a higher proportion of errors,and analyzes the characteristics and causes of the errors,as well as proposes corresponding teaching recommendations.The specific chapters and the salient viewpoints of the full paper are as follows:Chapter 1 is the introductory part of the paper,which presents the origin of the topic,the purpose and significance of the study,the current status of the study,the theory and method of the study,and the sources of the corpus.Chapter 2 is about the misuse of Chinese nouns by Russian students.This chapter examines the misuse of nouns in detail at two levels: word sense errors and syntactic errors.The former is categorized and discussed according to whether they contain the same morphemes or not,and we find that the majority of the words are the II allotropy,and the misused words and the applied words are often similar in rational meaning,morphology and pronunciation,and the differences are related to semantic focus,application scope,combination and collocation,degree of severity and syllable restriction.The latter are divided into misuse of part of speech and misuse of word order,in which the misuse of part of speech is mostly composed of mixed use of noun-verb and noun-adjective,while misuse of word order involves misordering of the noun as adverbial and attribute.Chapter 3 is about the coinage of Chinese nouns by Russian students.The types of errors are classified and analyzed primarily in terms of the ways of production;in terms of the distribution of errors,the analogical coinage is much more than the literal translation coinage;as for the manifestation of errors,it is closely related to the students’ native language background and presents specificity.Chapter 4 provides a general analysis of the causes of Chinese noun errors among Russian students,and proposes suggestions for noun interpretation from the teaching perspective.The main causes of errors are divided into three aspects:interlingual migration,intralingual interference and influence of teaching materials,and interlingual migration is separately discussed from the viewpoints of grammatical migration and semantic migration.The grammatical migration is primarily the difference in the grammatical meaning of gender,number and case between Chinese and Russian nouns;the semantic migration mainly occurs in the case of “translation equivalent” and the corresponding Chinese words in the native language with multiple meanings,thus resulting in the phenomenon of misinterpretation of word senses;as for the teaching materials,based on the Russian annotations for new words of a Chinese teaching material to speakers of other languages(Russian version),we find that the Russian and Chinese annotations of some nouns do not exactly correspond in terms of the meaning and the annotation is redundant out of context.The teaching suggestions section discusses both the principles to be followed in the interpretation of Chinese nouns and the practical teaching methods.Among them,the principles include the Principles of Simplicity of Motivation,Updating and Culture,and the methods are discussed in terms of translation,morphemes and contextual approaches to the teaching of nouns to Russian students.Chapter 5 is the conclusion of this paper,which summarizes and concludes the content and findings of the study.And put forward the deficiency and need to be improved in the study. |
