A Study On The Errors Of Chinese Verb-resultative Construction By Foreign Students

The verb-resultative construction(VR)mainly refers to the structure of result complement in Chinese,and the main form is “verb + adjective/verb”.Two predicate words are used together to express the meaning of “action-result”.Verb-resultative construction is a kind of distinctive grammatical structure that expresses result meaning in modern Chinese,and it is also used frequently in Chinese.The semantic category is universal in world languages,but different languages may use different ways to express it.From the perspective of language types,this article uses Chinese verbs as a reference to explore how the four different types of languages to express the semantic category of the Chinese verb-resultative construction,and the four languages are English,Indonesian,Japanese and Korean.On this basis,the author discusses the errors’ differences of learners of the four different native language backgrounds in learning Chinese VR,seeks out the causes of errors and try to give teaching suggestions.This article is mainly divided into the following parts.The first chapter mainly reviews the current research situation of Chinese VR.Firstly,the author makes a detailed review of the research of Chinese VR in terms of the semantics and grammatical rules.Secondly,the author analyzes the research situation of Chinese VR from the perspective of language typology,and find that English,Indonesian,Japanese,and Korean don’t have a strong cohesive predicate-complement structure of Chinese VR.Finally,the author makes a brief summary of the research on Chinese VR for teaching Chinese as a foreign language,and knows that although there have been many studies on the acquisition order and error analysis of Chinese VR,there are few comparative studies in multiple languages’ comparison.The second chapter mainly uses the method of comparative analysis to sort out the corresponding expressions of different types of Chinese VR in English,Indonesian,Japanese,and Korean.It is found that Chinese VR’s corresponding expression forms are rich in these languages.There are three types of structures: lexical,morphological,and analytical.English and Indonesian whose word order types are the same as VO take similar forms when expressing Chinese verbs,Japanese and Korean’s word order type is the same—OV,they adopt similar forms when expressing Chinese verbs.The third chapter mainly analyzes the error corpus collected from HSK dynamic Composition Corpus 2.0.It is concluded that the following seven types of errors occur when foreign students acquire Chinese verb-results: VR should not be used but use,VR should use but not use,improper choice of words,redundant auxiliary words,incomplete components,improper negation,and disordered word order.The students from the four native language backgrounds are most likely to make the previous three types of errors,especially the first one.Breaking down the types of errors,there are differences in the error situation of international students from various countries.The most common error for international students with English or Indonesian background is “Replacing V with VR(R is redundant)”,and the most common error for Japanese and Korean international students is “Replacing VR with V(R is absent)”.English,Indonesian students are more prone to happen the errors of “improper choice of words”,especially those with an English background.The fourth chapter analyzes the reasons for the errors in the acquisition of Chinese VR from the aspects of negative transfer of mother tongue,generalization of target language,difficulty marking of Chinese VR,teacher’s teaching method and teaching materials based on the above error analysis.In Chapter 5,the author tries to make suggestions on the teaching of Chinese from the perspectives of teacher teaching and textbook layout.Teachers should concern about language differences and create real context situations to teach students,and the content of textbook should be comprehensive.Textbook editors should pay attention to the order of VR’s arrangement and provide a wealth of after-school exercises to consolidate foreign students’ learning.