The Error Analysis And Teaching Study On Chinese Resultative Complement

Chinese resultative complement is the key and difficult point of teaching Chinese as a foreign language.Domestic and foreign scholars also have a lot of achievements in ontology research.The research on the syntactic study and the semantic study has always been the focus of scholars.This paper mainly adopts the methods of comparative analysis,questionnaire survey,data statistics and other research methods.From the perspective of bias analysis,the author summarizes the six main errors through the observation of the second-grade students of the Chinese Department of Rangsit University using resultative complements.Then this paper analyzes the reasons for students' biases by applying the error analysis theory,and summarizes the reasons from the four aspects of the mother tongue,the target language,the learners and the learning environment.Finally,in the process of how to reduce the occurrence of the error of resultative complement,it puts forward the teaching suggestions.In terms of missing and avoidance,this paper suggests that the teachers should help students to establish the concept of Chinese resultative complement,and learn the meaning of resultative complement by the "division" and "integration" of sentence patterns.In terms of disorder,this paper proposes to teach the resultative complement by comparison;in terms of misuse,the main reason for error is not understanding the exact meaning of the whole sentence,and also not understanding the meaning of the verbs or adjectives as the resultative complement,so we need to summarize some common resultative complements to explain and practice,especially the resultative complements with abstract meaning.This paper also puts forward suggestions on how to teach textbooks and the teaching methods adopted by teachers.The teachers should take care of the grammar related to the resultative complements and promote the combination of old and new knowledge,teach students in accordance with their aptitudeand focus on guiding them.It is hoped that these suggestions can improve the teaching of resultative complements.