Complement Structure Of Korean Primary School Chinese Bias Analysis

The extend, to which primary school ethnic Korean students have mastered the structure of verb-complement of Chinese language, was investigated through questionnaire using contrastive analysis and error analysis theory. The quantitative and qualitative analyses were conducted and a preliminary understanding was therefore procured on the structure of verb-complement in preposition system in ethnic Korean pupils' Chinese study.Because of its particularity and complexity the structure of verb-complement has always been a difficulty in teaching and acquiring Chinese as a second language. To conquer this barrier, not only should the study on this structure be enhanced, the learners' conditions must be understood as well in order not to fly blind, so that we can "shoot the arrow right at the target" in textbook compiling, excise arranging and language teaching. Such an idea is the basis of this investigation. We found that the objects of study did not grasp well the structure of verb-complement, although they had no problems with the most general form of this structure. The Chinese structure of verb-complement corresponding to their Korean counterparts, the Chinese complements with different forms, syntactical functions, morphological features and meanings were still a hard nut for the students. In addition, their mastery on the structure of verb-complement with multiple grammatical meanings was not satisfactory either.Along with this investigation, we also classified the structure of verb-complement that appeared in the Chinese textbooks of ethnic Korean primary school, the statistical data were compared with the result of this study. Through comparison we realized that the parts which have been mastered well by the students had more frequent appearance in the textbook, and vice versa.Basing on the information mentioned above, some advices on teaching were also presented in this study.