Difficulties, common errors, and solutions in learning mongolian among foreign students

This paper investigates the difficulties encountered by foreign students learning Mongolian and identifies common linguistic errors through empirical observation and analysis. The study employs practical research methods such as classroom observation, test paper analysis, and focus group interviews with students from diverse linguistic backgrounds, including Kalmyk, Buryat, Russian, Chinese, Inner Mongolian, Korean, and Japanese learners. Findings indicate that the most frequent challenges in Mongolian language acquisition relate to listening comprehension, pronunciation, and grammatical competence. The paper further proposes pedagogical strategies for addressing these difficulties. The significance of this study lies in examining the current state of Mongolian language instruction for non-native learners, its alignment with modern theories of second language acquisition, and its contribution to promoting the global dissemination of Mongolian language and culture.