Errors In The Use Of Verb-complement Compound Words And Teaching Suggestions For International Students

Verb-complement compound words are a major difficulty for international students to learn and use,and international students often make mistakes such as omitting central or complementary components and confused words.Therefore,we analyzed the semantic features of verb-complement compound words and investigated the use of verbcomplement compound words by international students.We analyzed the types of errors and the causes of errors in the use of verb-complement compound words by international students,designed a teaching plan,and tested the effectiveness of the teaching design through teaching practice,so as to propose targeted teaching suggestions.This paper is divided into four main chapters.Chapter 1 Introduction.Through sorting out the current status of research on verbcomplement compound words,we see that it is difficult to simply draw a strict line between verb-complement compound words and verb-complement structures,and there is a strong consensus among scholars on this.Most scholars believe that [+causative] is the semantic feature of the verb-complement compound,and the semantic structure of the whole verb-complement compound is a causative structure.In teaching Chinese as a foreign language,the verb-complement compound is a difficult task for international students to acquire,and it is easy to be mixed with other words.In addition,this chapter introduces the theoretical basis,research methods and sources of the subject.Chapter 2 analyzes the semantic features of verb-complement compound words.Depending on the semantic meaning,the semantic meaning of the "verb" of the verbcomplement compound is divided into the following two types: "verb" with the semantic feature of [+direction],"verb" with the semantic feature of [+causing].semantic feature.There are two types of "motifs" with the semantic feature of [+direction]: those that indicate direction directly and those that indicate direction indirectly.The "verbs" with the semantic feature of [+causing] are divided into four categories: causing an activitylike action,causing a trait to change,causing a state to be realized,and causing a state to change.The semantic features of "complement" are observed from two aspects: the semantic type of "complement" and the semantic direction.There are two types of meanings expressed by "complement": one is "tendency" and the other is "result".The"resultant meaning" of "complement" can be divided into the following three categories:nature,state and activity.There are four kinds of semantic meanings of "complement":the semantic meaning of "complement" points to the action behavior represented by"motion",and the semantic meaning of "complement The semantics of "complement"points to the subject of the action（i.e.,the actor）,the semantics of "complement" points to the object of the action（i.e.,the recipient）,and the semantics of "complement" points to other components.Chapter 3 Analysis and teaching practice of verb-complement compound error.Based on the errors in the HSK corpus,we conclude that there are four types of errors:omission of "complement",omission of "verb",misplacement of the same morpheme,and misplacement of the whole word.The reasons for these errors are as follows: the influence of the rules for forming verb-complement compound words,and international students lack of word recognition ability.Based on the errors in the HSK corpus,we designed the pre-test questions for the teaching practice and tested six international students before the teaching practice.After the implementation of the teaching practice,another post-test was administered to the six students.The data from the post-test of the teaching practice showed that the students answered the questions better than before the teaching practice was implemented,and although they still got the questions wrong,their mastery of the teaching content was significantly better than before the teaching practice.Chapter 4 Teaching suggestions.Through analyzing the errors of international students and implementing the teaching plan,we propose the following suggestions for teaching the verb-complement compound words: First,let students clearly understand the formal features of verb-complement compound words,explain the semantic features of "verb-position" and "complement",and teach them according to the semantic features.The following suggestions are made: First,students should clearly understand the formal features of the verb-complement compound words,explain the semantic features of "verb" and "complement",and teach them according to the semantic features.The second is to focus on word recognition.When teachers explain the analysis of words with the same morphemes,they should start from two aspects:（1）the explanation of different morphemes;（2）the summary of common collocations.When explaining the identification of words without the same morphemes,they should pay attention to the common features of the words students associate with the target words and design targeted and distinguished example sentences to help students identify them.Third,focus on the combination of different teaching methods.In the teaching of verb-complement compound words,we suggest that the teaching should be based on the "morphemic analysis method",supplemented by the "contextual method" and the "block method",and should do the following:（1）focus on the explanation of the meaning of the morphemes;（2）when designing the example sentences,we should present the sentences with complete context and clear semantic meaning;（3）use the blocks for word analysis and classroom training;（4）encourage students to use the blocks for word learning.