Error Analysis And Teaching Strategies Of Possible Complements In The Acquisition Of Chinese By Russian Students

Chinese may have a simple syntactic structure,but the semantics are more complicated,and there are more restrictions on its use,which is one of the difficulties in teaching Chinese as a foreign language.Chinese and Russian belong to two completely different language systems.In Russian,there is no grammatical structure corresponding to possible complements in Chinese.Therefore,in order to study the types and causes of errors that Russian students learn when they may learn Chinese complement,they first need to compare and analyze the grammatical structure of possible semantics of the two languages,and provide targeted teaching for the types and causes of errors Strategy.This paper takes Russian students studying Chinese as the research object,through questionnaire survey,error analysis and comparative analysis to sort out the errors that Russian students have when using Chinese possible complements,summarize the types of errors,and analyze the reasons for the errors.And put forward teaching strategies for this.This paper includes the following contents: The first part is the introduction.The introduction part mainly describes the research background,research purpose and significance,research foundation and research methods.The second part is an overview.The summary part summarizes the research status of many scholars on possible complements,and sorts out the current status of the acquisition and teaching of possible complements.The third part is about the comparison of possible semantic expressions between Chinese and Russian.The expression of possible semantics in Chinese is mainly through reluctant verbs and possible complements.Russian mainly uses lexical means and the meaning of verb body to express possible semantics.The fourth part is to analyze the errors of possible complements in Russian students' acquisition.The erroneous corpus of possible Chinese complements used by Russian students studied in this thesis is mainly obtained through questionnaire survey and corpus search.On this basis,the errors that occur when Russian students acquire possible complements are classified and analyzed The reason for the error.The fifth part is the teaching strategy.Targetedteaching strategies are proposed for the types of errors that Russian learners may have in complements.Through the comparative analysis of possible semantics between Chinese and Russian,this paper proposes corresponding teaching strategies for solving the effects of generalization of target language knowledge and negative transfer of mother tongue of Russian students,in order to provide a useful reference for Russian students to teach Chinese possible complements.