A Study On The Acquisition Of "V Chu/Chulai/Qi/Qilai" By Indonesian Students And Thai Students

The acquisition of Chinese Directional Complements has always been a major difficulty in teaching Chinese as a foreign language.First,"V chu/chulai/qi/qilai",is a major and difficult point of acquisition,but this content is rarely done in teaching Chinese as a foreign language;Second,the acquisition analysis of Directional Complements is also done a lot in terms of nationalization,but the comparison of the acquisition situation of foreign students in different countries is still very little.Therefore,this article takes Indonesian and Thai students as the object and discusses the acquisition situation of "V chu/chulai/qi/qilai".First,by comparing the grammaticalization order of "chu/chulai/qi/qilai" with its acquisition order,we find the correlation between the two.Secondly,it analyzes the development characteristics of Indonesian and Thai international students "V chu/chulai/qi/qilai" at different stages.Finally,analyze the type and number of errors,and find out the causes of errors,and then make suggestions for Chinese teaching of Directional Complements.Through analysis,we draw the following conclusions: 1.The order of acquiring the semantics of "chu/chulai/qi/qilai" between Indonesian and Thai international students is similar,it roughly shows the order of acquisition from the extended meaning to the original meaning(directional meaning).But there is a big difference between the acquisition order and the grammaticalization order,which is mainly affected by the input frequency of the target language,the difficulty of the grammatical point itself,and the learning strategy.2.The types of verb are diverse,but the richness of every type of verb is relatively low;In the "V +chu/chulai/qi /qilai" sentence pattern,the acquisition of the original sentence pattern is poor,while the extended sentence pattern is relatively well acquired,such as "S + V + chu/qi""S + V + out/up ”and“ S + V + chulai/qilai + O ”;the acquisition of various types of semantics of “chu/chulai/qi/qilai” is relatively balanced.3.Mistakes that foreign students are prone to include confusion of verbs,improper use of object positions,etc.The main reasons for the errors are the difficulty of the grammatical point itself,the negative transfer of the mother tongue and the improper layout of the textbook.