Errors Analysis Of The Advanced Vietnamese Students In The Acquisition Of Directional Complements

Directional complement refers to a verb as complement modified the verbs and adjectives, which is a very important part of grammar in Chinese and also the difficult part of the oversea students in their acquisition of Chinese. So it is difficult for those students whose mother tongue is not Chinese with the reasons of the high frequencies in usage, complexity of the grammar and sentence structure and the blank corresponding form in their mother tongue languages. In addition, with the factors of the teaching materials, the characteristics of individual learner and teacher, the oversea students often fail to use the languages appropriately such as the high frequency of errors, varied types of errors and even the avoidance of the directional complement in the language situation. At present, most researches of the directional complement error analysis relate to Chinese courses for English language and Japanese students, which seldom involves analysis for Vietnamese students. Hence, it is of great importance and necessity to study the directional complement error analysis of Vietnamese students.With the purpose of exploring the advanced Vietnamese students in their acquisition of the directional complement and the theoretical basis of error analysis and inter-language, this paper reviews the researches of the directional complement, Chinese language teaching and made a statistical analysis of the Beijing Language University HSK advanced stage of writing Vietnamese Students corpus and the writing materials of the same level of Vietnamese students in International Cultural Exchange School of the Central China Normal University. Based on the research, the author tends to divide the errors of learning directional complement into four categories:omission errors; superfluous errors; wrong replacement; wrong sequence order. In considering the phenomenon of their avoidance of the directional complement, the author made an empirical study as the supplement to achieve a better result.After the comparison between the written corpus and the experimental corpus, and analysis of the statistic data, the author draws the following three conclusions:1) the main difficulties of the Vietnamese students in learning the directional complement is the accurate usage of the extended meaning of these words especially those abstract ones; 2) compared with position of the common object, the Vietnamese Students tend to have more problems in position of the locative objects in the structure "Directional Complement Verbs+Object"; 3) they avoid using the complex directional complements.Based on the error analysis in the previous chapter, main reasons of these errors are brought forward in the last part of this thesis:the interference of their mother tongue; over generalization of the target language rules and the defective of the teaching materials. Some suggestions are also put forward to achieve better effect of acquisition of these verbs:reasonable arrangements of the teaching order; combination of error analysis and comparative analysis of the Han Yu and their mother tongue; preparation of teaching materials by different countries; targeted exercises (to prevent the avoidance); to strengthen sense of language.