An Analysis Of The Errors Of Complementarity In The Limitations Of Teaching Chinese As A Foreign Language

In the adjectives or verbs with “?,?,?” composed of complement structure of the degree of representation,we call the degree complement.If such a structure indicates a deep,high level,we can classify it as a complement to the limit.This paper starts from the actual teaching difficulties in the teaching of Chinese as a foreign language and uses the combination of questionnaires and corpora to explore the causes of errors of “?”,“?”,“?” and “?”.First of all,the author defines and sums up the definition of the degree of extreme complement according to the summary of the degree complement in Ma Qingzhu's book “Chinese Verb and Verb Structure”.In this paper,four extreme degree complements of “?”,“?”,“?” and “?”are selected as the research objects,and the commonalities and individual characteristics of these four extreme degree complements are analyzed.Secondly,according to the grammar items required by the “Chinese Teaching Syllabus for Foreign Students in Colleges and Universities”,questionnaires and corpus retrieval methods are used to obtain the correctness and types of errors in the use of “?”,“?”,“?” and “?” in teaching Chinese as a foreign language.And explain the internal and external causes of bias.Finally,according to the causes of the four kinds of extreme degree complements,such as “?”,“?”,“?” and “?”the corresponding biased solutions are proposed in each teaching session.The author believes that these four types of extreme degree complements may cause errors in practical application,and the problems mainly appear in teachers' pre-class preparation and classroom teaching design.Therefore,the author has increased the narrative space in these two aspects.This paper focuses on the seven-step teaching rule of Chinese as a foreign language and increases the application time of classroom activities,so as to ensure that foreign students can understand and master the language points of extreme degree complements while enriching the diversity and interest of class.It is hoped that this paper can give some enlightenment and help to teachers in the practical teaching of Chinese as a foreign language.