An Analysis Of Errors In Learning Chinese Grammar By Turkish Students

Economic and cultural relations between China and Turkey are getting better and better as China develops its “ Belt and Road ”.A growing number of Turkish students are actively learning Mandarin Chinese in order to find better jobs and opportunities for further development.How to truly learn modern Chinese requires not only learners to be able to speak Chinese,but also to speak it better and more standard,and to use semantic words and grammar more accurately,the huge differences in pronunciation,vocabulary,meaning and grammar between Turkish and modern Chinese have become an important teaching difficulty for Turkish students in teaching Chinese in higher education institutions in Turkey,how to teach,these are Turkish schools to teach students how to learn Chinese grammar course teaching an important part.The analysis of deviation is an international hot issue in teaching research in recent years,and it is also an important research topic in the teaching of modern Chinese as a second language.At present,the research on the teaching of turkish-speaking Chinese is very limited,most of which focuses on the study of Turkish,and the results of the comparative study on the Grammar of Chinese and Turkish are relatively few,there is also little research on the teaching of Chinese to Turkish students.Most of the achievements in the study of grammatical errors are in the form of a single paper,which makes the research results scattered,not systematic,not continuous.Few monographs are truly comprehensive and systematic.However,the arrangement of these works fails to highlight the characteristics of second language learning.The learner in the second language unconsciously deviates from the target language when he begins to use the second language,which is a kind of error or disadvantage to the perfection when the target language is used as the learning standard,it’s called a bias.To study the errors in the learning of modern Chinese grammar by Turkish students,based on the theories of Comparative Grammar Analysis and Interpretation,intermediary analysis,etc.,this paper tries to make a comparative analysis of the errors in grammar by using the research results of other linguistic theories for reference and exploration,so as to improve the ability of analyzing and explaining the errors.More and more attention is being paid to individual differences in language,especially in the context of the use of mother tongue,the research papers that have been published mainly focus on the different mother-tongue cultural backgrounds of Korean,Japanese,English and other minority languages in the country,especially Uighur,however,there are few monographic studies on grammatical and phonological errors in most languages,such as Turkish,and some are still blank.This article mainly through “The deviation analysis theory”,“The cognitive psychology theory”,“The constructivist study theory”as the foundation many theories analysis methods,a comparative analysis reveals the main similarities and differences between the basic grammar of Turkish and Chinese,this paper analyzes the types of grammatical errors that Turkish Chinese students may often encounter in the process of learning and applying Chinese basic grammar,on the basis of this theory,this paper puts forward a specific solution which can effectively help Turkish students of Chinese to master Chinese grammar correctly.In this paper,questionnaire survey,interviews,mathematical statistics,logical reasoning analysis and other research methods to explore the issue.The teaching of Chinese grammar as a foreign language is an important part of teaching Chinese as a foreign language in Turkish universities.Focusing on the important issue of teaching errors in Foreign Grammar,this paper discusses some of the most difficult aspects of grammar teaching in Chinese as a foreign language,which are not limited to native speaking students.Some grammatical problems which are unlikely to receive widespread attention in the domestic and international grammar and scientific circles,this is especially true of grammatical errors,which are common in students ’ spoken English,which are seldom used incorrectly by the average Chinese student,and which are only described in detail and explained in detail by the average Chinese student as unnecessary,however,foreign grammar students need to learn Chinese grammar is a major difficulty,of course,foreign grammar teaching is also a focus.Through a series of teaching and research on Chinese as a second language,and the analysis of Turkish Grammar,this paper finds a large number of references and studies their academic significance,combining with my own learning experience,analysis and summary of the corresponding learning laws and teaching methods.In interviews and questionnaires with Turkish students,common types of errors are found and similarities and differences between Chinese and Turkish grammar are analyzed,according to their respective syntax,semantics and pragmatics,the errors are decomposed and analyzed accordingly.In the course of learning Chinese spoken language,the Chinese students in Turkey are likely to encounter several major difficulties,which are mainly in eight aspects: disorder of composition,hybridity of sentence pattern,improper word order,improper collocation,misuse of word meaning,redundancy,omission,confusion of synonyms,etc.,these eight aspects also contain many different types of errors.Although some subjects have been learning Chinese for a long time,there are still many grammatical problems,the use of the Chinese language is still at the level of simple expression of meaning,is not accurate,standardized,or even completely wrong.The target audience of Second Language Teaching usually refers to the adults who already have the basic ability of their mother tongue,even if some teenagers’ mother tongue is also basically mastered.On the basis of such knowledge,learning a second language is inevitably different from the General Children ’ s acquisition of mother tongue knowledge in different periods in the aspects of learning ways,rules,characteristics and learning efficiency.In order to fully acquire the learning ability of the original second language,especially to acquire the new learning ability of the second language in the limited time,it is necessary to fully rely on the effective method of language-assisted learning,this auxiliary means should be the use of grammar.Therefore,the study and application of grammar knowledge is an indispensable part in the process of language learning.Effective learning and teaching strategies usually refer to all teaching behaviors that teachers induce,maintain or promote students to learn effectively.In order to develop properly and effectively the knowledge of the use of Turkish Grammar,teachers should study,understand and fully exploit the rich information resources of language and grammar education available in Turkish,on this basis,we should develop the knowledge of grafted Chinese grammar creatively,so that the knowledge of Chinese grammar can truly become an effective learning resource for educational information,to fully stimulate the potential of autonomous language learning activities of the students,to guide the students to actively participate in the exploration,and to constantly encourage the students to achieve self-realization,so as to gradually improve the comprehensive literacy of the Turkish students.