A Study On The Error Analysis And The Learning Strategies Of American Students About The Extended Meanings Of Chinese Directional Complement

Chinese directional complement hasn't only always been the focus of Chinese language teaching,but it is also the barrier to second language learners who learn Chinese language.During my teaching at the Confucius Institute at Kansas State University,I found that for American learners who use Chinese as a second language,they are very painful in learning,and understanding and using Chinese complements.Among them,the most representative one is directional complement.American students are not only hard to understand and discern the directional complement,but also very easy to err on how to use it.American learners who use Chinese as a second language have different biases in learning the basic meanings and extension meanings of Chinese directional complements.The errors in learning basic meanings are mainly reflected in the grammar structures,while the errors in learning extension meanings are mainly about the semantics of sentences.Therefore,Chinese teachers must adopt different teaching strategies: the basic meanings of directional complement should focus on the structural explanation,and the extension meanings should focus on the semantic explanation.The extensional meanings of directional complement has its own cognitive basis,and the semantic explanation must be closely related to the cognitive thinking mode of the Chinese and American people.The first chapter of this paper discusses the research background and current situation of the trend complement;the second chapter is the analysis of the types and causes of the errors of the American students' acquisition trend complement.And it analyzes its relationship with the cognitive level.The third chapter is to propose the corresponding teaching strategies for the types and causes of the errors.The fourth chapter is the overall summary of the research and analysis of this paper.In the process of teaching Chinese for American students,it is not easy formany teachers for three reasons: the content of the teaching itself,the educators and the learners.The directional complement has its own complex characteristics.The theoretical level and teaching level of the teachers are different,and the learners with different mother tongue backgrounds have different cognitive modes and learning abilities.In my point of view,teachers of Chinese as a foreign language must based on a clear understanding of the ontology of Chinese and a solid grasp of linguistic knowledge and a deep understanding of the cognitive habits of the teaching objects,and then it would be more effective in teaching Chinese and making a study of error analysis and research on teaching strategies.As a Chinese language teacher as a foreign language,we should study harder to find the rules and methods that enable learners who use Chinese as a second language to grasp the basic meanings and extensions of directional complements more simply and effectively,so that learners can more smoothly and naturally apply to actual communication has become more effective.Therefore,I have analyzed the types and causes of errors of American students in learning Chinese directional complements,and put some personal understandings and suggestions on how to conduct effective teaching.And I hope that these will be theoretical and practical reference values for the teaching activities.