A Study On Acquiring Chinese Modal Complement Of State By Ethnic Chinese Students From Confucius Institute At Kansas State University

Complement is a unique sentence component of Chinese.Among them,modal complement is not only the focus of teaching Chinese as a foreign language but also the difficulty for students to acquire Chinese.During my internship at Confucius Institute at Kansas State University,I discovered that ethnic Chinese students often make grammatical errors when outputting modal complements,so I came up with the idea of investigating the acquisition of modal complements by all ethnic Chinese students from the Confucius Institute.Based on the corpus collected in the questionnaire survey,this article analyzes the factors that affect the acquisition of modal complements by ethnic Chinese students,and puts forward corresponding teaching suggestions based on the analysis,hoping to provide some inspiration for Chinese teachers of ethnic Chinese students.The first chapter of this article summarizes the research results of modal complement and the research status of teaching Chinese as a foreign language;the second chapter analyzes five dimensions of data around a questionnaire to summarize the problems existing in the acquisition of modal complement by ethnic Chinese students;The third chapter analyzes the reasons for the many problems that lead to the acquisition of modal complement by Chinese students;The fourth chapter combines the factors that affect the acquisition of modal complement by Chinese students and my teaching experience,and presents several teaching suggestions to Chinese teachers of Chinese American students;The fifth chapter summarizes this article.In teaching Chinese as a foreign language,ethnic Chinese students have always been a relatively special teaching object.Because of their natural family language environment advantages,they are often regarded as a group that can easily learn Chinese.However,in actual teaching,the author found that because of the special status of Chinese students,there is often a problem of mother tongue identification,which has caused them to have more or less resistance to acquiring Chinese.If Chinese teachers can help ethnic Chinese students to establish a sense of mother tongue and cultivate their intrinsic motivation for learning Chinese,the effect of Chinese students' acquisition of Chinese will be greatly improved,and the acquisition of modal complements will be no exception.In addition,teachers should pay attention to the cognitive characteristics of students when explaining modal complements.For students who cannot understand the meaning of modal complement,teachers should guide them to pay attention to the state,result and degree of action,and form cognitive habits.Aiming at the problems of lagging modal grammatical points and incomplete grammatical structure exercises in teaching materials,teachers should supplement the explanations and exercises in time to avoid the rigidity of students' expression of modal complements.