Error Analysis Of Acquisition Of Chinese Complement Structure By Zimbabwean Students

In this paper is a generalized summary and description of the methods of comparative analysis of theory and error analysis, for the teaching and acquisition of the compliment structure of Chinese language to Zimbabwean students. We carried out some qualitative and quantitative analysis of complement structure of Chinese study for present stage Zimbabwean students. Generally speaking, during the course acquisition of the complement of structure Chinese language, there were noticed some errors and reasons causing these errors. From the above process of acquisition by Zimbabwean students, some references can be made.In the Chinese grammatical system, the complement structure is a very crucial area of study and the frequency of its use is high. However the process of teaching and learning the complement of structure of Chinese as second language has always remained a problem, owing to its historical particularity and complexity. In order to solve these problems, in the teaching of Chinese as a foreign language (to Zimbabweans in this case) and to have a better understanding of the Chinese complement of structure, we do not only need to further increase the complement structure of the ontology of Chinese study, but also have to go a step further, understanding the situation of the students partaking in the Chinese language acquisition. Only through this would we be able to"know"more about the teaching of Chinese to foreign students, particularly abroad where we deal on"the target". Under such a scheme, we undertook a detailed survey. With reference to this survey of Zimbabwean learners of Chinese language, we discovered that it is not necessarily ideal for these students to entirely master the Chinese complementary structure, like the test subject complement,"result complement (a part), simple directional complement, modal complement (a part)"It's ideal for the Zimbabwean students to acquire the simple complement structure of Chinese. There is a relatively large difference between the word and the sense of the word in a part of a speech and thus, it is not ideal to master. Moreover, with regard to usages of several grammatical meaning, it is not necessary to master too.Having gone through the general survey we managed identify the possible kinds of mistakes that most likely to be perpetrated during the acquisition process, and employ, comparative analysis , theory error analysis, to summarize of these mistake that arise. The survey will certainly play a positive guide to the future of the teaching and learning of Chinese language structure by Zimbabwean learners.This paper made a number of texts of teaching learning and teaching methods based on the survey we undertook.