The Problems And Corresponding Strategies Of "Come" And "Go" Directional Complement Errors On Teaching Chinese As A Foreign Language

As a complement frequently used in Chinese,directional complement is rich in semantics,diverse in forms,complex in usage and flexible in location,which is the focal point and special difficulty in Chinese teaching as a foreign language.Based on the research results of predecessors in the field of complement ontology and teaching Chinese as a foreign language,this paper studies the related problems of Chinese "come" and "go"directional complement,which involves the related theories of cognitive linguistics.Then,on the basis of the data of Beijing language and culture university HSK composition corpus,we extract the common errors of foreign students in the acquisition of "come" and"go" directional complements,analyzes and classifies them for data statistics,summarizes the classification of errors,and analyzes the subjective and objective factors of students'Acquisition In the end,it provides suggestions for the compilation of teaching materials and teaching.The first chapter,the introduction part,first describes the significance of the topic,research status,research methods and research procedure.The author makes an ontological analysis of the "come" and "go" directional complements in the second chapter;then from the perspective of cognitive linguistics,the author discusses the of "come" and "go"Directional Complements in cognitive linguistics;finally,the author makes a comparative analysis of Chinese and English Directional Complements.The third chapter introduces the requirements of the outline for "come" and "go" directional complements,and compares the two textbooks with HSK standard textbook and developing Chinese,and then compares the two textbooks with a view to making suggestions for textbook compilation.The fourth chapter is based on the HSK dynamic composition corpus to discuss the use of the "come/go" type of Directional Complements,the situation of biased errors,and analyze the types of biased errors to explore the causes of biased errors.The fifth chapter takes HSK standard teaching material and developing Chinese as examples to make suggestions on the compilation and teaching Chinese as a foreign language.