| Based on frame theory of Tamly event, through the analysis we think Chinese is a kind of atypical satellite framework language, while Korean is a special kind of verbs framework language. Because not only the frame of two languages is different, but also they express the same displacement events by different ways. Chinese expresses displacement events through verb-directional complement structure (V1+ V2), while Korean represents displacement events by means of the compound mobile verbs combined with several verbs.Chinese directional verbs are difficult for the Korean students learning Chinese, and they are also the study important part during teaching Chinese as a foreign language. There are no directional complements in Korean. Although there are many similarities in form and meaning between Chinese complement (V1+V2) structure and the complex mobile verbs of Korean, there are also many differences between the two languages. Through the study, the author found that the errors of students appearing in the process of acquiring directional complement are closely related to the type differences of two languages.First of all, because of the different types of the two languages, the ways they represent displacement events are also different.Secondly, word orders of the two languages are different. Word order is one of the most important factors for people learning a second language. Chinese is a language of SVO, while Korean is SOV. Therefore, teacher should pay more attention to the difference when teaching. For detailed forms, we should pay attention to the "V1+simple directional verb" form in Chinese, and find out whether the V2 consists of "demonstrative" component or not, if it isn't included, in Korean, "come/go" should be added to formulate the compound mobile verbs. "V1+compound mobile verbs" forms are almost in accordance with Korean, because compound mobile verbs in Chinese include "come/go" themselves, and thus confusing conditions cannot occur. In "V1+compound directional verbs+object" form in Chinese, object follows the compound directional verbs due to Chinese SVO structure, while in Korean, object is followed by compound directional verbs. In Chinese form, it should be paid special attention that there are two word orders for object and compound directional complement, one of which is "verb+directional complement 1+object+directional complement 2(the original meaning)"; and another is "verb+compound directional verb(the original meaning)+object". However, in Korean, the appropriate word order is limited to the previous one, so using the previous form will lead to positive transfer of mother tongue, while using the later one will cause negative transfer of mother tongue. The error rate for Korean-as-first-language students has reflected the phenomena (in medium phase, the former error rate is 0% while the later one is 87.5%).Thirdly, in Korean, not all displacement verbs are illustrating events by compound displacement verbs, but they have their own features. So, in instruction, we should emphasize their features and the difference between Chinese and Korean.Finally, this paper comes up with acquisition conditions and acquisition order by actual error rate for Korean-as-first-language students and research analysis. We believe that the instruction order should be:1. Verb+simple directional verb (the original meaning), the most simplest compound displacement verbs in Korean2. Verb+compound directional verb (the original meaning), compound displacement verbs combined by several verbs in Korean3. Verb+simple directional verb (the original meaning)+object4. Verb+directional verb 1+object+directional verb 2 (the original meaning)5. Verb+compound directional verb (the original meaning)+object6. The special character of Korean language for between double and single syllabel active verbTo sum up, teachers should understand the errors occurs in acquiring directional verb and the reasons, and combine with the acquisition order for students'learning of directional verbs, by these research, we will have more points in teaching Korean-as-first-language students, and know which verb-directional complements should be taught first, and thus reduce the blindness in instruction while increase the efficiency and effects of the instruction. |
