Error Analysis Of Native English Learners’ Acquisition Of Chinese Directional Complement

Based on the theories of interlanguage,contrastive analysis and error analysis,this paper intends to study and analyze the varieties of errors in the acquisition of Chinese directional complement by foreign students who speak English as their mother language in the Canadian International School of Guangzhou.To be more specific,the present study tries to define directional complements,and classify the errors of directional complements based on a test of three levels of learners and on the data chosen from the BCC corpus as well as the homework and writing assignments form native English students in the Canadian International School of Guangzhou.In addition,the thesis also discusses the reasons why such errors are made and gives some suggestions about how to teach directional complement.The thesis consists of six parts.The first part concludes the rationale,the language materials of the present research,the research methods and outline of thesis.The second part reviews a collection of literatures at home and abroad about directional complement and Teaching Chinese as a Second Language.The third part discusses the theoretical framework,which integrates theories of interlanguage with contrastive analysis and error analysis,and the research methods of this thesis.The fourth part tries to define and classify directional complements and analyze their grammatical meanings.The fifth part is an error analysis of Chinese directional complements,including the types and reasons of such errors.Also this thesis analyzes the factors of making errors in this part.And the sixth part reaches a conclusion including the major findings and limitations.In this part,the author also provides some suggestion for teaching Chinese as a foreign language.