An Analysis Of Russian Students' Errors In Learning Sentences Using The Word “ba??

With the development of exchanges between China and Russia,exchanges in various fields such as politics,diplomacy,economy,trade,culture and education continue.The “Chinese-style” trend in the world is getting worse.As a neighbor of China,Russia has been in constant exchanges with China.However,due to the huge difference between Chinese and Russian and the complexity of Chinese itself,many Russian students will encounter many errors and confusion when learning Chinese grammar.“Ba”sentences are unique examples of Chinese sentences.The“ba” sentence is a form of Chinese language commonly used in daily life communication and daily life.When teaching Chinese as a foreign language in the classroom,because Russian students do not have corresponding sentences,it is difficult for Russian students to learn.However,due to its particularity and complexity,there is no corresponding structure in many languages.Therefore,it is difficult for Russian students to accept this.In recent years,scientists have achieved fruitful results in studying the ontology of the word “ba”,mastering a second language and teaching Chinese as a foreign language.However,in real-life training,it turns out that the “ba” sentence is difficult to teach,difficult to understand,and difficult to use.Many teachers of Chinese as a foreign language have misunderstood the sentence "Ba",and the Russian students in the sentence“ba” made more mistakes.These problems must be resolved urgently.This article is based on the previous research book.This article based on previous research investigated the acquisition of “ba” sentences by Russian students and found that Russian students learned the “ba”sentences including avoidance,generalization,misuse,omission,and disorder.The article expounds the reasons for the errors of Russian students’ “ba”sentences from three aspects: students,teaching materials and teaching.At the end of the article,to deal with these problems,the author of Chapter 3 proposes some teaching strategies.