Modern Chinese Tends To Complement, Result Complement Contrast And Acquisition Research

This paper is concerned with research in to grammar theory and second language acquisition from grammatical phrases to meaning comprehension,particularly in regard to Chinese verbal directional complements,and resultative compliments,in comparison to Vietnamese equivalents,and difficulties facing Vietnamese students of Chinese when learning Chinese equivalent verb-compliment structures.This paper will discuss Vietnamese difficulties in studying Chinese verbal compliments,and give suggestions for proper teaching methodologyIn a sentence,the directional verbal compliment takes the form of a predicate.In Chinese,place-objects must come before directional compliment words like 'come'and'go',whereas in Vietnamese these verbal compliments cannot follow a place-object.In regard to regular objects,Chinese and Vietnamese are the same:a place-object can go either before a directional compliment.The Chinese "?"sentence structure is particular to Chinese,and has no equivalent in Vietnamese.Therefore,through analysis,one can assume that Vietnamese students of Chinese will have a degree of difficulty in learning directional verbal compliments.Chinese and Vietnamese completive verbal compliments all take a V(verb)+C(compliment)+O(object)structure.Both these language formats allow for additional complexity,allowing for more complex verbal clarity.In Chinese,verbs and compliments have positional closeness,since verbs and compliments have close relations with each other in terms of meaning.Because of this,verbs and compliments have the restrictions on the meanings they express and must use the characters "?" to obtain,or "?" to not to express greater meaning,and verbal phrases can only become more complex with added compliments.In Vietnamese,the relationship between verbs and compliments are much less restrictive.All verbal compliment phrases have the ability to add additional meanings attached to the structure.In Chinese,the object in a verbal compliment phrase must come between the verb and the object,and one can add either a compliment to express probability,or a compliment to express state.In Chinese,resulted objects usually appear after the verb-compliment phrase,whereas in Vietnamese objects may appear both after the verb-compliment phrase,and in between the verb and the compliment.In terms of meaning,both Chinese and Vietnamese directional verbal compliments both express directional meanings and extended meanings;simple directional compliments may have complicated extensive meanings,as meanings become more complex.Vietnamese directional compliments are less complex in the meanings they express than Chinese structures,only being able to express direction,or abstract space,with an extension to be able to express time,space and change.This added complexity in Chinese is also a particular difficulty for Vietnamese students of Chinese.In Chinese,as in Vietnamese,resultative compliments are abbreviating,therefore their sentence structures are used to demonstrate two or more compounded and related meanings.In terms of the range of meanings displayed,though Chinese resultative compliments and verbs are closely tied together,the range of possible meanings within these confines is somewhat free and broad.Whereas in Vietnamese,though the relationship between the verb and the resultative compliment is less strict,the range of meanings the sentence may express is more limited in comparison.This essay is concerned with "degrees of difficulty in learning" as a standard in which to judge the difficulty in acquisition of various forms of directional compliments:sentence type ?a is set at a level of zero(0);sentence types ?a and ?a are set at a level of one(1);sentence type ?b and ?b are set at a level of three(3);sentence types ?b,Iva,?b,?b,?b,and ?b are set at a level of four(4);sentence types ?a,?a,and ?a are set at a level of five(5).This paper in regard to the difficulty in acquisition of resultative compliments suggests the following:sentence types ? and ? is at a difficulty of level of zero(0);sentence type ? is at a level of one(?);sentence type ? is at a level of four(4).The reason Vietnamese students of Chinese make mistakes are numerous:on one hand,the mistakes may come from the learning process itself,as well as the influence of Vietnamese as a first language;yet another reason is that the teaching materials,and methodology are biased against their instincts and therefore are influencing and allowing for additional errors to occur.This paper will also finally use correct usage statistics to illustrate the successes and failures of grammar structure acquisitions when an identical teaching material for directional and resultative verbal compliments is used.This paper will analyze the data,and list the patterns relative to the difficulty shown by students,and then offer advice for reforming the teaching materials to better suit students' needs.