A Study On The Acquisition Of Basic Meanings Of Chinese Trend Complements For Korean High School Students

Directional complement is a very important part in Chinese grammar.It’s also the focus of the study of teaching Chinese as a foreign language,but it is a difficult point for Korean high school students.There is no complement in Korean grammar,so Korean students are very unfamiliar with the directional complement.In the process of learning the directional complement,students are often influenced by the mother tongue and the complexity of the directional complement.Therefore,it is necessary to study Korean high school students how to learn directional complement.The basic meaning of directional complement,that is,the trend meaning,is the first part of the student’s contact in learning the directional complement,and is also a very important and commonly used part.In order to strengthen the teaching of the basic meaning of directional complement,this paper studies the learning situation of Korean high school students.On the basis of previous studies,this paper discusses the errors that occur when Korean high school students learn the basic meaning of directional complement through Contrastive Analysis,Investigation Method and Error Analysis.Although there is no complement in Korean,there is a similar expression to the directional complement.Firstly,the Contrastive Analysis is used to compare the expressions of Chinese and Korean tendencies,focusing on the similarities and differences between the two languages in expressing the tendency of meaning.It can be concluded that the expressions in Korean mainly include "main verbs","auxiliary verbs" or "main verbs +auxiliary verbs".Secondly,on the basis of the comparison results,design the questionnaire questions objectively and comprehensively,then conduct a questionnaire survey on the students of Ulsan Foreign Language High School.Thirdly,the Error Analysis is used to summarize the types of errors generated by Korean high school students in learning the basic meaning of Chinese directional complement.It is roughly summarized as the mixed use of directional complement,the wrong order of directional complement,omissions or additions directional complement and missing verbs.Then,a comprehensive discussion of the reasons for the above-mentioned biases,summed up the following five reasons:the interference of the mother tongue,the negative transfer of the target language,the complexity of the directional complement itself,the interference of personal learning strategies and the impact of the learning environment.Lastly,on the basis of understanding the types of errors and their causes,this paper proposes the teaching strategies as comprehensively as possible.It can be summarized as follows:teachers should follow the law of acquisition,reasonably arrange the teaching order;strengthen the contrast between Chinese and Korean,predict the difficulty of teaching;make specific teaching strategies for students’ common mistakes;correct students’ inappropriate learning strategies;teachers should improve their own requirements,improve teaching methods,and improve the scientific nature of textbooks.This paper specifically studies the learning situation of the basic meaning of directional complement,and puts forward some teaching strategies.It hopes to provide some reference for the Chinese teachers to teach the basic meaning of the directional complement,and also hopes to provide some help for the Korean high school students.