Is there any difference between Mongolian grammar and Chinese grammar?

Chinese sentence components include subject, predicate, object, attribute, complement and adverbial. Mongolian has five sentence elements, including subject, predicate, object, attribute and adverbial. Unlike Chinese, there are no complements. The five components of a sentence-subject, predicate, object, attribute and adverbial-have little difference in Mongolian and Chinese grammar, but the word order of the sentence is quite different. For example, in Chinese sentences, the positions of subject, predicate and object cannot be interchanged, while in Mongolian sentences, the positions of sentence components can be interchanged and can be expressed in several word orders. Due to the grammatical differences between Chinese and Mongolian, Mongolian students often can't distinguish complement and object when learning Chinese, or complement and adverbial are reversed, which leads to word order confusion. Therefore, in the comparative teaching of Mongolian and Chinese, the concept and nature of complement, the difference between complement and other sentence components, and the corresponding functions and manifestations of complement in Mongolian must be explained clearly one by one.

Keywords Mongolian and Chinese sentence components

Chinese sentence components include subject, predicate, object, attribute, complement and adverbial. Mongolian has five sentence elements, including subject, predicate, object, attribute and adverbial. Unlike Chinese, there are no complements.

1 Chinese sentence components:

The components of a sentence include subject, predicate, object, attribute, complement and adverbial.

1. 1 theme

Subject refers to the language unit of the stated or explained object. The characteristics of the subject are as follows: 1. 1. 1 is often acted by nouns, pronouns and noun phrases. 1. 1.2 generally indicates who or what the predicate is talking about. 1. 1.3 symbol: two-way line.

1.2 predicate

Predicate is a language unit that describes the object of statement or explanation. The characteristics of predicates are as follows: 1.2. 1 is often acted by verbs and adjectives. 1.2.2 generally means the subject "how" or "what". 1.2.3 symbol: one-way street.

1.3 object

An object is a linguistic unit that represents the object of a predicate verb. The characteristics of the object are as follows: 1.3. 1 is often acted by nouns, pronouns and noun phrases. 1.3.2 generally means the predicate "how" or "what". Symbol 1.3.3: wavy line 1.3.4 All original verbs, such as "hope, think, can, say", are generally regarded as objects.

1.4 attribute,

Object is a language unit used in front of subject and object, which plays a role of modification and restriction. Attributive has the following characteristics: 1.4. 1 is often acted by nouns, adjectives, verbs and pronouns. 1.4.2 There is a "de" connection between the general attribute and the head word. 1.4.3 symbol: brackets ().

1.5 adverbial

Adverbial is a kind of language unit, which is used before the predicates of verbs and adjectives to modify and limit. The characteristics of adverbials are as follows: 1.5. 1 is often acted by adverbs, adjectives, verbs, nouns indicating place and time and locative words. 1.5.2 There is a connection between the general adverbial and the head word. 1.5.3 symbol: brackets [].

1.6 complement

Complement refers to the additional components behind the predicate, which plays a supplementary role in explaining the predicate and answers questions such as "how", "how long" and "how much" (time, place and result). The characteristics of complement are as follows: 1.6. 1 is often acted by verbs and adjective adverbs. 1.6.2 There is a "de" connection between the general complement and the head word. 1.6.3 symbol: single book title.

2 There are differences in "complement elements" between Mongolian and Chinese sentences.

Due to the grammatical differences between Chinese and Mongolian, Mongolian students often can't distinguish complement and object when learning Chinese, or complement and adverbial are reversed, which leads to word order confusion. Therefore, in the comparative teaching of Mongolian and Chinese, the concept and nature of complement, the difference between complement and other sentence components, and the corresponding functions and manifestations of complement in Mongolian must be explained clearly one by one. In order to easily distinguish the expression of complement elements in Chinese sentences in Mongolian translation, let's first look at several examples:

2. 1 The reed in the yard is always clean.

2.2 B. Shorgan was born in Horqin Right Front Banner, Inner Mongolia, and 1965 graduated from the Biology Department of Inner Mongolia University.

1965

When he saw his mother come back, he jumped for joy.

In the above three Chinese sentences, the underlined part is a complement component, but when translated into Mongolian, it becomes an adverbial component.

3. The order of Mongolian and Chinese sentence elements is different.

The five components of a sentence-subject, predicate, object, attribute and adverbial-have little difference in concepts between Mongolian and Chinese grammar, but there are great differences in sentence arrangement. For example, in Chinese sentences, the positions of subject, predicate and object cannot be interchanged, while in Mongolian sentences, the positions of sentence components can be interchanged and can be expressed in several ways. For example, in Mongolian and Chinese sentence components, subject, predicate and attribute. Adverbial and other concepts are mostly consistent. However, Chinese and Mongolian are two different languages after all. Some concepts in Chinese sentence patterns cannot be found in Mongolian. For example, there are complements in Chinese sentences, but there is no corresponding concept in Mongolian. Therefore, complement teaching has become a difficult point in the comparative teaching between Chinese and Mongolian. When students learn complements, they often have illusions. This is mainly manifested in the following two aspects: first, when students make sentences, the order of complements and adverbials is reversed, which leads to confusion in word order. Second, when analyzing sentence components, complements and objects are not clear.

In Chinese, the arrangement of sentence elements is quite stable, and the order cannot be reversed, otherwise the word order will be chaotic. However, in Mongolian sentences, the arrangement of components can be reversed freely, and in most cases, the word order will not be confused because of the inversion of sentence components. But Chinese and Mongolian are two different languages after all. Because of different language habits, the arrangement of sentence components is also different. In Chinese sentences, it is usually the order of "subject, predicate and object", while in Mongolian it is the order of "subject, object and predicate". She is looking for teacher Zhang.

In this example, she is the subject and Miss Zhang is the object. If the positions of the subject and the object are reversed, the meaning of the whole sentence will become "Teacher Zhang is looking for her". Think again, if the subject and predicate are reversed, it will become "looking for her, Miss Zhang", and the whole sentence will become meaningless. But look at the following example:

?

?

?

In Mongolian, the exchange of subject, predicate and object will not cause the expression of sentences.

The basic meanings are ambiguous with each other.

They discussed the teaching work.

3.2 Work discussion and teaching.

3.3 Discuss their teaching work.

3.4

3.5

3.6 ?

Example 3. 1 is arranged in the order of "subject, predicate and object". In examples 3. 1 and 3.2, the positions of the subject "they", the predicate "discussion" and the object "work" have changed, and the whole sentence has become a sick sentence. However, it is obvious that in examples 3.4, 3.5 and 3.6, no matter how the order of sentence components changes, the basic meaning expressed by the sentence will not be ambiguous.

4 the position of sentence elements and the omission of sentence elements

4. 1 Position of sentence components

The position of Mongolian sentence components is relatively clear, and the general order is: subject comes first, predicate comes last, attribute comes first, central sentence comes last, and object and adverbial come first in verb predicate. However, in spoken English or poetry, the position of some elements in a sentence may change. For example, an adverbial of object, time or place can appear at the beginning of a sentence, and the subject and predicate can be reversed.

4.2 Omission of sentence elements

In some cases, in order to meet the needs of expression, under certain conditions, some elements of a sentence can be omitted. For example, ellipsis in dialogue, ellipsis of some self-evident elements, etc.

5. The coordinate components, multi-layer attributes and adverbials of Mongolian and Chinese sentences.

5. The coordinate components of1sentence and their types

The coordinate component of a sentence refers to the component composed of words or phrases with the same nature. There are five general components of a sentence, and there are also five coordinate components in Mongolian: coordinate subject, coordinate predicate, coordinate object, coordinate attribute and coordinate adverbial.

5.2 Multilayer Attributive and Multilayer Adverbial of Sentences

Multi-layer attributive and multi-layer adverbial refer to phrases with neutral or adverbial relations in sentences, and the attributive or adverbial is added as a whole. In other words, multi-layer attributives and multi-layer adverbials refer to a form in which a head language has two or more attributives or adverbials. Multilayer attributives and adverbials are arranged in the sentence layer by layer. This multi-layer structure can generally be analyzed layer by layer by analytic hierarchy process to clarify its relationship with the central sentence.

The practice of comparative teaching between Mongolian and Chinese and grammar teaching tells us that the knowledge of Mongolian students' mother tongue plays an interfering role in learning Chinese as a second language. On the other hand, it helps them to seek concepts corresponding to Mongolian and promote their understanding of Chinese. In the process of learning Chinese, it is easier for Mongolian students to master learning skills by combining Mongolian and Chinese.