On The Result Complement In Teaching Chinese As A Foreign Language

In the process of teaching Chinese as a second language, the complement system is a complex and important grammar points, which results complement has been the difficulty during the foreign students learning process. When I engaged in Chinese language teaching in Machung University of Indonesia, I found a lots of problems from Indonesian students when learning the Chinese results complement, so for the sake of intending to solve these problems, the author did some study against the difficulties that Indonesian students learned the Chinese results complement, and did some research on how to teach the Chinese results complement towards the students of Indonesia.This article can be divided into five parts, the first part discusses the purpose of the topics and significance of the introduction, the method of content, and the research summary. The author believes that the Chinese education in Indonesia today began to flourish, it is not only necessary but also very important for us to do the country teaching and research towards Indonesian students, and the current research of the Chinese results complement for Indonesian students is also not enough. This paper uses a survey method and data statistics, comparative analysis, theoretical analysis and other research methods. The research summary collected including domeatic and abroad research results,first start with the two different ways of research including the body of research and TCFL, to observe the results complement. Ontology research explores the classification of the Chinese results complement from the two classification point of view, that is grammatical structure level and semantic level results complement; in the Teaching Chinese as a Foreign Language part, the author collected lots of materials about the TCFL theoretical results and the bias of foreign students, including the Indonesian students’ when learning Chinese results complement. I think semantic classification of the results complement in Teaching Chinese as a Foreign Language area is not an accurate and detailed, suitable for Indonesian students to learn the results complement, so in the second part of the study, among a variety of classification methods, the author try to divide the complement classification into three semantic analysis, that is:point to the agent, point-patient and point of action, and corresponds to the presentation of the Indonesian listed here. In the third part, the author first use the comparative analysis of hypothesis to assume the difficulty that during the process of Indonesian students to learn the Chinese language results complement, and then take use of the time that the author is teaching Chinese in Machung University, do the teaching acceptance of experiments to investigate the previous assumptions were verified, come to Indonesian students learned the difficulties of the Chinese results complement. In the fourth part, first against these difficulties, from textbooks and classroom teaching appropriate teaching strategies, three teaching suggestions is approached:First, help students to establish the concept of results complement and strengthen the contrast awareness in teaching, and third is to enhance the classroom interesting. And then sort the Chinese results complement system from within and outside two different aspects. Sorting system for the three semantic classification, sorting system outside compared the relationship between the results complement and tend to complement, sort between the "ba" sentence and may complement,then got to the conclusion that the overall teaching sort of the Chinese results complement teaching. Hope that this study will give those who teach Indonesian students, a professor of Chinese teachers some teaching reference.