哈萨克斯坦学生习得汉语存现句表现出诸多问题,归其原因主要是学生对汉语存现句认知不完全,以及来自母语的负迁移影响。本文从哈萨克斯坦学生习得汉语存现句偏误类型入手,分别从存现句的教学阶段层次、句法、语义和语用层面探讨具有针对性的教学建议,旨在为推动哈萨克斯坦学生汉语习得水平进入更高层次。 There are many problems that Kazakh students find in Chinese existential sentences, mainly due to the students’ incomplete cognition of Chinese existential sentences and the negative transfer from their native speakers. This article starts with the types of errors in the Chinese existential sentences acquired by students in Kazakhstan and probes into the pertinent teaching suggestions respectively from the teaching stage level, syntactic level, semantic level and pragmatic level of the existing sentences, aiming to promote the Chinese language learning of Kazakh students To enter the higher level.