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THE ANALYSIS OF THE ERRORS IN THE ACQUISITION OF CHINESE
PREPOSITION “GĒN” BY UZBEK SPEAKERS
Chi Daojia
Chinese Department, Tashkent State Institute of Oriental Studies, Tashkent, Uzbekistan
Key words:
Chinese, Uzbek, prepositions, error analysis, teaching strategies.
1.
Introduction
The so-called "errors analysis" is to
systematically analyze the students' errors in
the process of second language acquisition,
study its source, reveal the students'
interlanguage system, and understand the
process and law of second language
acquisition. (Liu Xun 2000). Coder divided
the mistakes of second language learners into
two types: mistakes and errors. The mistakes
of the students discussed in this paper are
errors, which is, a regular error caused by the
poor grasp of the student's target language.
Chinese and Uzbek belong to two
completely different grammatical systems.
Chinese belongs to the Sino-Tibetan language
family and is an isolated language. Uzbek
belongs to the Altai language family and is an
adhesive language. The grammatical structure
of the two languages is quite different. There
is no "preposition" in Uzbek, only some
"affixes" or "auxiliaries" corresponding to
Chinese prepositions. Therefore, many Uzbek
students find it difficult to learn Chinese
prepositions.
In
addition,
Chinese
prepositions themselves are rich and diverse,
and their usage is changeable. In addition, if
the teaching methods used by teachers are not
scientific enough, it will inevitably lead to a
large number of errors in the use of Chinese
prepositions by beginners.
At present, there is no analysis of the
errors
in
the
acquisition
of
Chinese
prepositions by Uzbek speakers in China. The
research in this paper is still the first.Due to
the rich number of Chinese prepositions and
the flexible usage, this article only selects
Chinese prepositions Gēn (and/with) to
constract and investigate the Uzbek students,
analyze the causes of their errors, and put
forward relevant teaching strategies.
2.
Comparison overview
According to "The Eight Hundred Words
of Modern Chinese" edited by Lu Shuxiang,
the prepositions "Gēn"and"Hé" can express
three kinds of usages: "synergy, comparison,
relationship", and the two can generally be
replaced with each other in the sentence.
Therefore, this article only discusses the use
of "Gēn" as a preposition. The specific
comparative analysis is as follows:
(1) Indicates synergy. E.g:
Chinese: Qù’nián wǒ
ɡēn
tā yìqǐ qùle
běijīnɡ
Uzbek: O'tkan yili men u
bilan
birgalikda Pekinga bordim.
English: I went to Beijing with him last
year.
"Gēn" indicates synergy, and it is
generally used as an adverbial in a sentence.
Its sentence pattern is generally expressed as
"A+Gēn (with)+B+yìqǐ(together)". In Uzbek,
the auxiliary word corresponding to the
preposition "Gēn" is "Bilan", and its sentence
pattern is generally expressed as "A+B+Bilan
(with)". Different from Chinese, the two
objects of coordination in Uzbek are placed in
front of "Bilan".
(2) Indicates comparison. E.g:
①
Chinese: Wǒ
ɡēn
tā yíyànɡ xǐhuɑn
hónɡsè
Uzbek: Men u
bilan
birdek qizil
rangni yoqtiramiz.
English:I like red the same as he .
②
Chinese:Wūzībiékèsītǎn
ɡēn
zhōnɡɡuó bùyíyànɡ.
Uzbek: O’zbekiston xitoy
bilan
bir
xil emas.
English: Uzbekistan is different
from China.
"Gēn" indicates comparison, as an
adverbial in a sentence, often used as "A+
Gēn (with)+B+Yíyànɡ(the same)/ Bùyíyànɡ
(different)". There is also a corresponding
Хорижий филология
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usage in Uzbek, and its sentence pattern is
generally expressed as "A+B+Bilan+ the
same/different ". Unlike Chinese, the two
objects in Uzbek that indicate comparison are
placed in front of "Bilan".
(3) Indicates the relationship. E.g:
Chinese: Tā
ɡēn
wǒ shì tónɡxué.
Uzbek:U bilan men kursdoshlarmiz.
English: He and I are classmates.
"Gēn" indicates relationship, and as an
adverbial in the sentence, its sentence pattern
is
generally
expressed
as
"A+Gēn
(and)+B+Shì(are)+relationship". There is also
a corresponding usage in Uzbek, and its
sentence pattern is generally expressed as
"A+Bilan(and)+B+relationship".
In
this
usage, Uzbek is basically the same as
Chinese. The only difference is that "Shì"
should
be
added
before
the
word
"relationship" in Chinese, but not in Uzbek.
(4) Indicates "to sb.". E.g:
Tā
ɡēn
wǒ shuōle
，
tā jīntiān bùnénɡ lái
le.
U men
ga
aytdiki, u bugun kela olmaydi.
He told me he couldn't come today.
"Gēn" indicates the object of the action,
and its sentence is generally expressed as
"A+Gēn(to)+B+V.". There is also a
corresponding usage in Uzbek, but the
corresponding word is not the auxiliary word
"Bilan", but the affix "-ga", and its sentence
pattern is generally expressed as "A+B-
ga+V....". The affix "-ga" is usually attached
to the action object "B".
3.
Investigation and analysis
3.1
Investigation object, content and
relevant description
The object of this study is the students of
the second and third grades of the Tashkent
State Institute of Oriental Studies whose
Chinese level is elementary or intermediate.
In order to study the acquisition of Chinese
prepositions by Uzbek students, the author
specially designed a questionnaire, which
contains six prepositions commonly used in
Chinese-"Zài (at)
、
Gēn/Hé
（
and/with
）、
Duì
（
to
）、
Cóng
（
from
）、
Gěi
（
give
）
".
This paper only analyzes the errors of
Preposition "Gēn". The specific analysis is as
follows:
3.2 Questionnaire survey results and
corpus analysis
3.2.3 Statistics and analysis of the errors
of Preposition "Gēn"
Table 1: Statistics of the errors of Preposition "Gēn"
No.
Investigation
points
of
Preposition "
Gēn
"
Corresponding test questions
Error rate
1
Indicates synergy
Question 11
7.14%
Question 37
14.29%
Question 59
3.57%
2
Indicates comparison
Question 12
0.00%
Question 38
10.71%
Question 60
3.57%
3
Indicates the relationship
Question 13
46.43%
Question 39
21.43%
Question 61
3.57%
4
Indicates "to sb."
Question 14
32.14%
Question 40
60.71%
Question 62
32.14%
From the above table, students have a
good command of the usage of "synergy and
comparison"of Preposition "Gēn". The error
rate of question12 is 0%, which shows that
students have a good command usage of
"gēn…yíyàng(the same as)". Both Uzbek and
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Chinese have comparative sentences for
comparing things, traits, and degrees, but the
structural characteristics of the two are
different. The two comparison objects in the
Chinese comparative sentence should be
placed before and after the preposition
"Gēn",and the object guided by "Gēn" should
be used as the adverbial of "yíyàng". The
word order of comparative sentences in
Uzbek is different, and the two comparative
objects should be placed in front of "Gēn".
However, from the test results, students are
less affected by their mother tongue, and
fewer students produce such errors.
The student's highest error of preposition
"Gēn" is the usage of indicates "to sb.". For
example, Question 40 "Tā gēnwǒ shuō
，
tā
déle dìyīmíng (He told me that he got the first
place)", the error rate is 60.71%. There is no
such usage in Uzbek,students are unfamiliar
with this usage, and therefore prone to errors.
Most students missed the "Gēn", for example
"* Tā wǒ shuōle
，
tā jīntiān bùnéng lái le" ,
the correct expression is: "Tā gēn wǒ
shuōle
，
tā jīntiān bùnéng lái le (He told me
that he can't come today)".Secondly, there are
some students who tend to confuse "Gēn"
with "Cóng", resulting in missubstitution,
such as " * Tā cóng wǒ shuōle
，
tā jīntiān
bùnéng lái le".
What's more, the question 13 "Tā gēn
zhè jiànshì méiguānxi (He has nothing to do
with it)", the error rate is 46.43%. According
to the test results, some students are not
familiar with the usage of "Indicates the
relationship", and often omit "Gēn", for
example "* Tā zhè jiànshì méiguānxi".
3.3 The Causes of Errors
3.3.1 Negative transfer of mother tongue
Negative transfer of mother tongue refers
to the influence of the difference between the
target language and the mother tongue
acquired by the second language learners,
which is an interlingual negative transfer.
Where the rules of mother tongue and target
language are the same, there will be positive
transfer, whereas negative transfer will occur
in different places (LiuXun2000). For
example, "Tā gēnwǒ shuō
，
tā déle dìyīmíng
(He told me that he got the first place)". there
is no such usage in Uzbek, students are
unfamiliar with this usage, and therefore
prone to errors.
3.3.2
Target
language
knowledge
negative transfer
The so-called "negative transfer of target
language knowledge" refers to the errors
caused by second language learners when
they acquire a second language due to they do
not fully grasp the rules of the target language
system (Liu Xun 2000).For example," * Tā
cóng wǒ shuōle
，
tā jīntiān bùnéng lái le",
there are some students who tend to confuse
"Gēn"
with
"Cóng",
resulting
in
missubstitution.
3.3.3
The
influence
of
language
environment
Language environment also plays an
important role in the process of second
language learners' acquisition. The subjects of
the questionnaire are all students from
Uzbekistan, who have never been to China to
study. Most of the Chinese teachers in schools
and universities are native Chinese teachers.
They usually use their mother tongue to
communicate with students. Therefore, the
frequency of Chinese adverbs used in daily
communication is low, and the actual usage of
adverbs is not enough.
4.
The conclusion
Based on the above error analysis, the
author puts forward the following teaching
strategies for teachers to teach the Chinese
Preposition "Gēn" to Uzbek speakers:
4.1
Emphasizing
the
structural
characteristics of Chinese prepositions
We should emphasize the structural
features
of
Chinese
prepositions,
and
strengthen the understanding of the different
structural ways of Chinese Prepositions "Gēn"
and Uzbek auxiliariy "Billan" by Uzbek
students. so that they can have a correct
understanding from the beginning of learning
Chinese preposition.
4.2 Comparative analysis, and make
prediction of errors
It is better for teachers to understand
Uzbek in the teaching of Chinese to Uzbek
students.But even if we don't know Uzbek, we
can also foresee the possible errors when
Uzbek students learn Chinese prepositions
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through comparative analysis, so that students
can understand the differences between
Chinese Preposition "Gēn" and corresponding
auxiliariy "Billan"in Uzbek. In this way, it is
possible for students to avoid the occurrence
of similar errors as much as possible, and also
to make the students aware of their mistakes
after making mistakes, so that they can correct
themselves.
4.3 Uzbek and Chinese translation,
focusing on practical application
Teachers can design some Chinese
sentences with preposition "Gēn" which
commonly used in life, and then find the
Uzbek students with high Chinese proficiency
to translate these sentences into Uzbek. When
teachers teach preposition "Gēn" to students
with elementary or intermediate level of
Chinese, they can let them do Uzbek and
Chinese translation exercises. In this way,
students can further understand about the
similarities and differences between Chinese
preposition "Gēn" and Uzbek auxiliariy
"Billan". On the other hand, students can
know which errors they will produce, so as to
avoid similar errors in practical applications.
References:
1.
Liu Xun 2000 Introduction to Teaching Chinese as a Foreign Language [M] Beijing:
Beijing Language and Culture University Press.
2.
Huang Borong, Liao Xudong 2011 Modern Chinese (updated five editions) [M] Beijing:
Higher Education Press.
3.
Shao Jingmin 2008 General Introduction to Modern Chinese (2nd Edition), Shanghai:
Shanghai Education Press.
4.
Lu Shuxiang 1999 "Modern Chinese 800 Words" (Revision) [M], Beijing: Commercial
Press.
5.
Yang Jizhou 1999 Chinese Course [M], Beijing Language and Culture University Press.
6.
Liu Xun 2002 Practical Chinese Textbooks [M], Beijing: Business Press.
7.
Gulibanumu 2016. Uzbek Language Course [M], Beijing: Central University for
Nationalities Press.
8.
2002 Chinese Language Proficiency Test Department of the Chinese Language Proficiency
Test Office, "Chinese Proficiency Level Standards and Grammar Grades" Higher Education Press.
9.
2001 National Chinese Proficiency Test Committee Office Examination Center "Chinese
Level Vocabulary Chinese Character Grade Outline", Economic Science Press.
10.
Zhao Kuixin, 2002, "Investigation of Foreign Students Studying and Using Chinese
Prepositions" World Chinese Teaching, No. 2, P100-106.
11.
Li Jizi 2005 "Analysis of Grammatical Errors of Korean Students", Yanbian University
Press.
12.
Zhou Xiaobing, 1997, "The Grammatical Nature of Prepositions and the Systematic
Approach to the Study of Prepositions", Journal of Sun Yat-Sen University, No. 3
13.
Chu Zexiang, 1997 Research on Modern Chinese System [M], China: Huazhong Normal
University Press.
Чи Даожиа. Анализ ошибок узбекских студентов при изучении предлога “Gēn” в
китайском языке.
В настоящее время отсутствует анализ ошибок в усвоении узбекскими
студентами предлогов китайского языка. Данное исследование является первым подобным
опытом. Китайский язык является изолированным языком, предлоги используются для
выражения грамматических значений. Как правило, предложные фразы состоят из
существительных. Целые предложные фразы в основном используются в качестве наречий
перед предикатами предложения. Узбекский язык является агглютинативным языком,
аффиксы и вспомогательные средства являются очень распространенными. Аффиксы
помещаются после частей речи, чтобы выразить различные грамматические значения. В
Хорижий филология
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узбекском языке нет классификации "предлогов", и большинство из них соотносятся с
китайскими предлогами как "аффиксы или вспомогательные средства". Основываясь на
теории "анализа ошибок", в данной работе выбран китайский предлог" Gēn(и/c) " для
исследования и тестирования узбекских студентов, анализа причин их ошибок и разработки
соответствующих стратегий обучения.
Chi Daojia. O'zbek tilida so'zlashuvchilar tomonidan xitoy tili prepozitsiyalarining “Gēn”
o'zlashtirishdagi xatolarini tahlili.
Oʻzbek tilida "prepozitsiyalar" tasnifi mavjud emas va ularning
aksariyati xitoy prepozitsiyalariga "affikslar yoki yordamchi vositalar" sifatida mos keladi.
"Xatolarni tahlil qilish" nazariyasiga asoslanib, ushbu maqola o'zbek talabalarini tadqiq qilish va
sinovdan o'tkazish, xatolarining sabablarini tahlil qilish va tegishli ta'lim strategiyalarini taqdim
etish uchun "Gēn (va / bilan)" xitoycha prepozitsiyasini tanlaydi.
