Chinese Intermediate Level Degree Vietnamese Students Complement Acquisition Error Analysis And Teaching Strategies

To most international students, complement is one of the difficulties learning Chinese. In previous researches, scholars paid more attention to directional (trend) complement and results complement etc. They regarded them as students’ learning difficulty and focal points for overseas students. However, the research on degree complement error is less. Currently, it is visible that the researches on students’ acquisition of degree complement of Chinese language target mainly on those students whose mother tongue is English. But when I studied and researched, I found that some Vietnamese students, especially those of elementary/intermediate level of Chinese language, in acquisition of Chinese language degree complement, their errors rate is extremely high. Why does such phenomenon occur? Does this phenomenon usually apply to all Vietnamese students? Therefore, I do researches and choose it as the topic of my dissertation. I consult documents and make surveys. Then I issue questionnaires to100students of elementary/intermediate level of Chinese in a survey to examine my hypothesis.From the results of the questionnaire survey, I realize that it is necessary to do research and make analysis in regard to Vietnamese students’ errors occurred in the acquisition of degree complement. So I have summarized the questionnaire information data on the basis of Vietnamese students with intermediate level of Chinese language. In accordance with my findings, the errors occurred in the acquisition of complement of Chinese can be summarized and classified into six categories, such as redundancies, omission, substitution, withdrawal, wrong sequence and misuse of particles.Moreover, to most Vietnamese students, it appears that the causes for these errors mainly lies in the content setting of teaching material, the students’ first language (Vietnamese) negative transfer/interpretation negative transfer/interpretation of Chinese language knowledge, learning strategy and communication strategy, the influence of the learning environment, etc. On this basis, in accordance with my own learning on Chinese language teaching theory and my personal teaching practice, I propose some teaching countermeasures to solve these problems in some teaching strategies, such as reasonable arrangement of teaching order, and contrastive error analysis on Vietnamese and Chinese, and how to strengthen targeted exercises. Hope the thesis will provide a reference for teaching Chinese degree complement to the Vietnamese and compiling such teaching materials for Vietnamese students of elementary/intermediary level.