Research Of Vietnamese Students Learning Directional Complement

For a long time, due to high complexity and difficulty of directional complement, and there is no corresponding grammatical forms in the Vietnamese, which make the directional complement teaching become one of the most important and difficult part in Chinese teaching. In our sixty-seven million words corpus of Chinese Inter-language of Vietnamese students, we found that Vietnamese students always make mistakes in directional complement learning. This paper is based on error analysis about the order of Vietnamese Students in learning directional complement, and makes comparison about the same question of the error type and the order of directional complement learning among the Vietnamese Students and other country's students. Then I compare the similarities and the differences according to these questions, trying to find that how the different mother tongues will affect the bias type and the order of directional complement learning. At the same time, I try to find the underlying causes of these effects in theoretical aspects to give some reference about constitution of syllabus, preparation of teaching materials and teaching of directional complement.The main text is made up of the following seven components:The first chapter is exordium, which illustrates the meaning and purpose about directional complement learning study, and describes the theory, research methods and the design of questionnaire in this article.The second chapter reviews the state about research and development of Chinese directional complements, divided into noumenon research and teaching of foreign language research.The third chapter uses the comparative analysis to compare all grammatical forms of Chinese directional complement with counterparts in Vietnamese in the corresponding relationship between components and semantic links.The fourth Chapter is based on project explore. We survey the statistical results of the natural corpus statistics and questionnaire, which we can identify the Vietnamese Students'general order in learning directional complement, and discuss the reasons of this learning order.The fifth Chapter uses the corpus analysis and questionnaire to obtained the error type and distribution of primary, intermediate and advanced stage about the Vietnamese Students in learning Chinese directional complements; Finally, we discuss the reasons of these errors.The sixth Chapter discusses the similarities and the differences about the error type and the order of directional complement learning among the Vietnamese Students and other country's students, try to apply the relevant theories to explain these similarities and differences.The seventh Chapter analyses the project schedule and interpretation about directional complement in some foreign language textbooks, for making some improvement and reference about textbook and teaching.The eighth Chapter summarizes the research.