Investigation On The Acquisition Of Chinese Complements And The Study Of Errors For Primary School Students In Cambodia

The Chinese word "complement" is translated from "Complement" in Western grammar,but Chinese complement has its own characteristics.Modern Chinese complement is a supplementary component of verbs and adjectives.It generally indicates the result of the action,the duration of the action,the degree of the trait,and so on.The bias is a kind of interlanguage phenomenon in the process of learning language in the second language learners.It is embodied in the language,the vocabulary,the grammar,the pragmatics,the text and other aspects of the language used by the learner.The gap between the two,in the process of acquiring Chinese complements,the phenomenon of bias is difficult to avoid.During the process of teaching Chinese in Cambodia,the author found that there were quite a few errors in the supplementary language.Therefore,the author used the convenience of teaching at the local Chinese school in Cambodia to investigate the situation of Chinese language complements and the errors in the Chinese schools in Cambodia.This thesis consists of five chapters.The introduction part expounds the current research results of Chinese complements and the survey methods and theoretical basis used in this paper.The first and second sections introduce the background of the topic and the meaning of the topic.The third section details This paper introduces the scope and methods of the research investigation.The scope of the research covers the source of the research and the research content.The fourth section points out the research status of Chinese complement ontology and the research status of Chinese as a complement.Judging from the current research status,there are many studies on the definition of Chinese complements and the classification of Chinese complements in academic circles.However,the results of studying Chinese complements from the overall perspective are relatively few,but the acquisition of Chinese complements from the perspective of Cambodian Chinese learners.The results of the investigation and research on the situation and the bias are even more few.The second chapter compares the Chinese and Cambodian languages and describes the corresponding expressions of the grammatical structure of themeaning of complement in modern Chinese.In the third chapter,through the collected corpus and the results of the questionnaire test,the situation of the complement acquisition of the senior students of the Peiying School of Jiajiang,Cambodia was analyzed in detail to find out the types of errors acquired.In the fourth chapter,the author analyzes the reasons for the bias of Chinese students' acquisition of Chinese complements based on the results of questionnaires,corpus analysis results,textbook research,and field teacher observation.The fifth chapter discusses the strategies for solving the Chinese complement of Chinese learners' mistakes.According to the reasons of the fourth chapter,the author analyzes the reasons from the teacher training,textbook writing,teacher teaching and learner learning strategies and give the targeted,specific recommendations and comments of it.The paper concludes the paper and points out the inadequacies of the research.The starting point of this paper is to hope that the research results can help Cambodian Chinese teachers to predict the difficulties and key points of Cambodian students in learning complements and avoiding their possible errors,so as to provide useful suggestions for Chinese teaching,improve students' learning efficiency and learning.effect.