The Case Study On Colloquial Acquisition Of Chinese Complements Of A Korea Student With Beginning To Intermediate Level

Taking a Korean student as the research object and following the case tracking method,we try to find out the interlanguage system of a Korean student on complements of Chinese.This article is divided into six chapters,the first chapter is the introduction,chapter 2 to chapter 5 are our main research contents.Chapter 2 has probed into the types of complements and subtypes of them that the Korean student has used.The relative frequencies of the all types of complements of the Korean student and intensive reading books were compared.It is found that the rankings of the relative frequencies between them are approximately the same,reflecting the influence of input frequency and language markedness.Chapter 3 has probed into the frequency of use,frequency of error,relative frequency and quantity distribution of subtypes of complements.The results of the research are compared with the counterparts of BCC corpus or intensive reading books.It is found that:the higher the relative frequency is,the wider the distribution is;the rankings of relative frequency of subtypes of the complements between the student and corpus or intensive reading books are roughly the same,which confirms again the impact of input frequency;the differences between frequencies were related to the acquisition stage of the student,language communication degree and the complexity of linguistic structure.Chapter 4 has probed into the types of errors that the student has made.As far as the complement system is concerned,omission,avoidance,addition errors,sequence errors and misuses are the main types of errors.In the early stage(L1,L2),omission,sequence errors,possible complement avoidance are the main types.The middle stage(L3~L9)is the concentration period of all main types of errors.At the later stage(L10~L13)the number of errors fell.Chapter 5 has probed into the developmental sequences of all types of complements and their subtypes,which are according to their frequency of use,the number of headwords,the situation of outputs and overgeneralization.We obtain the acquisition order by the relative accuracies and implication scale,comparing the orders with native speakers and students from Thailand,Vietnam and Laos.The reasons for the similarities and differences of the acquisitionorders are also discussed.