The Analysis Of "V Cheng" Structure And Its Teaching Of Chinese As A Second Language

Verb-complement structure is a flexible and complicated system.It is where lie the key points and difficulties of teaching Chinese as a second language.“V cheng” structure plays a very important part in verb-complement structure.Foreign students constantly get into trouble while learning “V cheng” structure.On the other hand,current researches on“V cheng” are mostly focusing on the structure itself other than teaching it as a second language.In this dissertation,based on what’ve been studied and researched,we applied several methods of corpus retrieval,error analysis and questionnaire to study “V cheng”from the perspective of teaching of Chinese as a second language.Firstly,we analyzed the semantics,syntactics and context situations of “V cheng”based on ontology corpus.According to semantics,we divided the “cheng” into two major categories and four minor categories,and the “V” into 5 categories.In terms of the syntactics,we summarized several negative forms of “V cheng”,including “V bu cheng”,“mei/mei you V cheng” and “bu/bu neng V cheng”.Meanwhile,we analyzed the cases of the dynamic auxiliary words “le” and “guo” as well as 5 objects that constantly follow “V cheng”.Secondly,we analyzed the cases of both native speakers and foreign students.As for native speakers,there are major differences when they use different“V cheng”structures.As for foreign students,they don’t use “V cheng” structures well.Thirdly,we inspected the error cases for foreign students.Basically there are 4 kinds of errors,which are misusage,omission,incorrect addition and disorder.What result in these errors are analyzed.What’s more,we made a survey and get 4 conclusions: First,senior foreign students did better jobs than junior foreign students.Second,when learning "V cheng" structure,junior and senior foreign students are significantly affected by different meaning types of verbs.Third,the context matters when foreign students learn“V cheng” structure.With a context,they learn better.Fourth,the omission of “cheng” or the entire “V cheng” structure is still the primary error of foreign students.Last but not least,in this dissertation,we inspected the organizations of “V cheng” structure in the syllabus and textbooks for teaching Chinese as a foreign language,and then proposed several specific and reasonable suggestions.