An Analysis Of The Errors Made By Russian Learners Studying Chinese Directional Complement

The Chinese language belongs to the Sino-Tibetan language family,while the Russian language belongs to the Eastern Slavic branch of the Indo-European language family.Russian and Chinese have many significant differences,including different ways of expressing the same things.However,there are also some similarities between the two languages.The literal meaning of the Chinese directional complements corresponds with the literal meaning of the Russian directional prefixes.For instance,we use“走进”to indicate the direction of action in Chinese,and we use“вош?л”in Russian to indicate the same direction of action.The main difference between the two languages is reflected in their grammatical structure.The Chinese directional complement is a complement attached to a predicate verb to indicate the direction towards which an action proceeds,always follows the verb and constitutes a“report structure”,while the corresponding component in Russian is the directional prefix added to the root of an undirected motion verb.In addition,Chinese is a typical analytical language.The order of words is very important.Although there are many possibilities for the position of complement and object,there are also some strict regulations determining word order limits,while Russian,which belongs to morphological language,is quite the opposite.It is more flexible in terms of words order,and there are no special rules.The similarities and differences between Chinese and Russian lead to different language errors in the process of learning Chinese by Russian learners.Therefore,in order to provide an effective method of targeted complement teaching and to help Russian learners to have a good grasp of the Chinese directional complement,this paper systematically analyzes the directional complement errors of Russian learners.Based on the previous research results,this paper analyzes the causes of complement errors by learning the error statistics of Russian learners’,so as to conduct targeted Chinese teaching.The paper consists of four chapters:The first chapter is the introduction.It summarizes the reasons and significance of the selected topic,summarizes the research of the predecessors,and introduces the research ideas and methods of this paper.The second chapter compares the Chinese directional complement with the corresponding expressions in Russian from the three aspects of form,semantics and sentence formation,finds the similarities and differences between the two languages,and sums up the difficulty of Russian learners learning the complement.On the basis of the second chapter,the third chapter tests and investigates Russian learners,and analyzes the survey results.It summarizes the types of errors,such as omissions,misuses,misorders,etc.The causes of errors in learners’ use of Chinese-oriented complements,such as negative mother tongue migration,negative cultural factors migration,and learning strategies.In the fourth chapter,based on the previous investigation and research,some teaching methods applied to Russian learners’ Chinese tendon complement teaching,such as fixed phrase method,Chinese-Russian contrast method and inductive summarization method are discussed.We hope that this will reduce the burden of the supplementary language teaching,and at the same time help Russian learners to more effectively grasp the Chinese trend complement.