On the micro skills of the elementary Chinese grammar teaching in the course of Chinese as foreign language

The main aim of teaching Chinese as foreign language is to foster capability of social communication with Chinese native speakers. Through analyzing grammatical errors in the period of elementary Chinese studies, this paper expounds the micro skills for better teaching. The involved grammar points in this paper were taken from «New Practical Chinese Reader Textbook» (vol. 1 and 2) and «Conversational Chinese 301» (in two parts). The grammatical errors are mainly revealed in two aspects: function word and words’ order. We found that Russian students’ grammatical errors can be divided into four categories: omission， improper addition， over representation and words’ disorder. This paper presents some micro skills in teaching Chinese such as contrast method，simplification method, semantic and structure analysis, situational method etc. Language contrast has two categories, the first is contrast between Chinese and another languages, the second is contrast within Chinese language. It is quiet difficult to learn Chinese grammar at the beginning period. Thus, the teachers should use simple constructions to explain Chinese grammar for students more easy understanding. In practical teaching we often use phrase and sentence structure to study Chinese grammar. We put the grammar in some contextual language environment by adopting situational method, then students can transfer grammar into practical communicative capacity, combining with semantic pragmatic analysis. The teachers of Chinese should flexibly adopt various methods, instead of rigidly adhering to the textbook, to promote efficiency in the beginning period of Chinese grammar teaching.