The Acquisition Error Analysis Of Nepalese Primary And Middle School Students’ Study About Chinese Complement

From April 2014 to March 2015,I went to Nepal to teach Chinese.In the teaching process,the author has a strong interest in the local students’ Chinese learning.Therefore,the author consulted a large number of research and complement in the complement of teaching Chinese as a foreign language in the research results,combined with their own teaching practice,through classroom teaching feedback to the students’ homework check and daily oral practice etc.,the errors in the complement collection Nepalese students,summarized,in-depth analysis and put forward the teaching the corresponding countermeasures.As one of the most able to reflect the characteristics of modern Chinese grammar,flexibility,complexity,diversity characteristics.It is the key and difficult point in the teaching of Chinese as a foreign language,and the use of the complement of foreign students in Chinese learning is not optimistic.At present,there are many unfavorable factors in the teaching of Chinese as a foreign language,which requires that the teachers of Chinese as a foreign language should be paid enough attention to the use of the errors in the complement of the primary and middle school students.From the purpose and significance of the study,the first is to find out the reasons for the error,the Nepalese students in primary and secondary school students in the use of Chinese language,especially the error of the complement,do a holistic,systematic grasp.Two,based on the analysis of the Nepalese students using Chinese,teaching content make targeted changes,and the improvement of the teaching plan and teaching methods,improving the teaching content,improve teaching efficiency and teaching quality.This paper intends to two language acquisition theory,interlanguage theory and error analysis theory,the result complement,degree complement,quantity complement,trend of four aspects of complement,and combined with the students,teaching pattern,teaching content of the reasons,in Nepal students complement use errors,do a an in-depth analysis,and explore the causes of deep-seated bias in grasp this phenomenon from the inherent law,with contact,development vision to study this problem,and apply to the practical teaching,to improve teaching efficiency,improve teaching quality.