An Analysis Of The Errors Made By Chinese Students In Acquisition Of Chinese Results

Complement has always been a key difficulty in teaching Chinese as a foreign language. In the process of learning complement, many overseas students are prone to make mistakes. And resultant complement is a learning focus of complement, in which students are easy to drop points in HSK exam. Therefore, the emphasis of this paper is on discussing the resultant complement itself, the errors and the problems of teaching strategies from the perspective of teaching Chinese as a foreign language. Firstly, the paper studies the main expression form and characteristics of resultant complement, and highlights the importance of resultant complement’s studying. Secondly, this paper compares resultant complement with other types of complements, emphasizing the characteristic of it. In addition, resultant complement’s error types and causes are analyzed. Finally, the paper presents appropriate teaching strategies, integrating the idea of “Post-Method Pedagogy” into resultant complement’s teaching. Though studying the errors collected from HSK Corpus of BLCE, Corpus of Jinan University and daily use of Middle School students, this paper analyzes the resultant complement’s using error of different countries’ students. And as Mongolian for example, this paper briefly discusses the impact of the negative transfer of native language on learning Chinese. In terms of teaching strategy, this paper proposes comparatively new teaching methods, hoping to give a little inspiration to others and achieve better teaching results.