|
Directional complement the Chinese Grammar project in focus, but also the international students Chinese acquisition difficulty. Many languages ??have no directional complement syntax, but also the Chinese and other language grammar points corresponding to the form of the complex, plus textbooks, teaching, learners and other factors, so that international students in the learning process tend to complement mistakes, and often even shy away from affected to a large extent they freely use Chinese. Directional Complements bias in teaching Chinese as a foreign language, for Japanese students partial false research mostly English students is relatively small. Through questionnaires and collected corpus, according to this reality, I the wrong sentence manifestations divided into three categories: structural bias, bias and avoiding the use of semantic directional complements. Bias structure is divided into two kinds of simple directional complement and object location error, error of the composite tend to complement and object location. Semantic bias to under six: directional complements missing; collocation error; the Simple Complement and Compound Directional Complement use confusion; misuse tend complement; verbs missing; foothold bias. In the interlanguage theory and partial of while classified bias, error analysis theory, corresponding complement in English, by comparing the Chinese tend to identify the similarities and differences between expression, and analysis of the mother tongue factors for English international students tend to complement Acquisition. Bias generated are complex, and remove mother tongue factors, there are various other factors. In this paper, from the impact of the Chinese teaching factors and learner strategies error cause analysis. In addition, select the correctness of some English students tend to complement correct sentences, from which further reveal the types of bias reasons, from another point of view, to prove in front of some error corpus analysis. The reasons for its analysis of the performance of the bias generated in the process of acquiring the directional complement by native-English students, three conclusions. First, the native English-speaking students to master tend complement structure to master the difficulty lies Directional Complements with object, whether the correct placement of the object position which premises the position of the object. Second, the native English-speaking students in difficulty the directional complements semantics grasp focused on the correct use of directional complements the extended meaning. Third, the mother tongue influence and impact of the target language is the the bias produced two of the most important reason, in which L1 factors tend complement Acquisition is the most important factor. Finally, directional complements teaching a few suggestions.
|