| The Chinese Compound Directional Complement have complex uses, variedsenses, flexible forms, which embody that the sense is more important than the formsin Chinese. Otherwise, in the other language there is no forms which is correspond tothe Chinese Compound Directional Complement absolutely, so a lot of foreignstudents feel it difficult when they learn this part and always make mistakes.Consequently Chinese Compound Directional Complement is the keystone anddifficult point in teaching Chinese as a foreign language. This paper analyses thequestions that foreign students come across in learning The Chinese CompoundDirectional Complement from two points: The study of Chinese CompoundDirectional Complement and the teaching Chinese as a foreign language. With thelanguage material of Chinese we analyze the questions particularly.There are five chapters in this paper.Chapter one makes commentary to the study of Chinese Compound DirectionalComplement, and analyses the deficiency of the present study.Chapter two simply analyses the system of Chinese Compound DirectionalComplement, which is important to analyze the latter part.In the chapter three, based on the language materials of students of Central Asia,we analyze the types of error made by the foreign students. Then classify the types.The errors in Central Asia students studying complement of direction are divided intotwo kinds: errors of syntactic structure; errors of pragmatics.In chapter four, we analyze the reason of the errors, and then we have fourconclusions: the negative effects of mother language, errors in using Chineselanguage, effects of strategy of study, insufficiency of teaching methods and lack ofpractices, irrationality of the textbook content. Based on the four chapters, we give some advices for teaching Chinese as aforeign language from the point of teachers and students. Then the epiloguesummarizes the whole paper and points out the shortages.
|
PDF Full Text Request