Analysis Of Verb-result Complement Acquisition And Errors In Teaching Chinese As A Foreign Language

Verb-result complement, a grammatical phenomenon in Chinese that adds a resultative complement after the verb, is one of the most frequent grammatical rules. As a branch of the complement structure in Chinese, verb-result complement is a grammatical structure that cannot be ignored, although it is inferior to the first level grammatical structure which attracts much attention. The syntactic constitution of verb-result complement is clear and simple, while the constitution of result complement is a little complicated. Also, the overall semantic direction of verb-result complement by no means is also unitary. In addition, verb-result complement is a unique language phenomenon in Chinese. As a result, verb-result complement is one of important grammar points in the grammar teaching process of Chinese as a foreign language from students’beginning level to intermediate level.This thesis is mainly written by several researching methods including a review of literature, corpus analysis and data statistics, forming four chapters in total. First of all, we discuss the syntactic structure and the semantic orientation of complement of verb-result complement and the semantic relationship between verbs and objects when there is an object behind verb-result complement, all of which consider the characteristic of the grammar and pragmatic rules of verb-result complement as a whole.Then we summarize the general situation of the acquisition of Chinese as a second language for nearly thirty to forty years from the perspective of second language acquisition. Also to discuss the relationship between "mother tongue migration phenomenon" and second language acquisition from two aspects of its commonality and markedness. The following part is to make a simple comb about the research situation of verb-result complement within the community at present.The third chapter induces the types of the errors which often appear in the students’ acquisition of verb-result complement through statistical analysis of error corpora from HSK dynamic composition corpus, the relevant books and the practice of teaching. It is mainly divided into four categories including composition incomplete, composition redundant, the improper order and improper use. We look for the cause of it with the combination of various factors and then we come to the conclusion that there are five main reasons which are the negative transfer of mother tongue interference, the influence of overgeneralization, the misleading by improper teaching method, the influence of the old knowledge and the misleading by context.According to the errors analysis and the result of the classification statistical study in the third chapter, we put forward the strategy for teaching from two aspects with teaching principle and teaching suggestions. Teachers should follow the practical principles, specific principles, multiple progressive principles as well as the Practice principle.Chinese language teachers are supposed to continuously accumulate experience and actively promote thinking in the process of authentic teaching so they can combine theory and practice of teaching Chinese to a higher level.