Bias Analysis On The Acquisition Of Extended Meanings Of Foreign Students' "X To" Compound Directional Complements

Compound directional complements can be categorized into two types: “X+qu” and“X+lai.Even though the compound directional complements “X+lai” are largely more used,the importance of the complements “X+qu” is underrated when considering the space given to those in the studies of non-native speakers concerning Chinese language.This being said on the basis of a large number of foreign students of Chinese language not being able to identify the extended meaning of the abovesaid complements,to which they often assign the original meaning.The aim of this paper will be to analyze the use of “X+qu” and how it should be explained or taught by teachers of Chinese language.By making use of an HSK dynamic composition corpus to analyze frequent patterns it will be shown how those complement are used by non-native speakers of Chinese language.Moreover,the paper will also be using a questionnaire about directional complements made for Italian students of Chinese language.With the help of the books “800 Chinese Words in Modern Chinese” and “ Trend Complement General Explanation” the paper will be analyzing the “X+qu” compound directional complements and simple directional complements and distinguish their original meaning by their extended according on the base of a semantic analysis.The analysis will show how some of the extended meanings of the compound directional complements are related to their simple directional complement's meaning,whereas others are related to the meaning of the verb “to go”(qu).The paper will be searching for the “X+qu” compound directional complements in the HSK dynamic composition corpus and then classify the corpus according to the semantic analysis that was described in the previous paragraph.Moreover,referring to “Study on Foreigners' learning Chinese Grammar Errors” by Zhou Xiaobing,it will analyze the two different types of mistakes,the first one being structural and the second one being semantical.Due to the lack of personal information on the students' knowledge of Chinese language,it will not be analyzing the error's main cause.Due to the influence of their mother tongue,Italian students' perception of the words “to go(qu)” and “to come(lai)” differ from the one of a native speaker of Chinese language.Therefore,Italian students are more likely to misunderstand or misuse compound directional complements.The paper will take as example Italian students with HSK 4 level or above and will ask them to respond to the questionnaire's queries.The questionnaire will be either an online link for some students and paper for the others.Moreover,some of the students were interviewed after the questionnaire in order to understand the cause of their errors.It will be later found that the majority of their mistakes was to relate to the application of their native language's grammar on Chinese sentences,a small part to the lack of knowledge of compound directional complements grammar rules or use of previously learned grammar rules for those new complements,and the smallest part to teaching misleading.Bases on the corpus analysis and the questionnaire's results,the paper will describe and explain teaching suggestions,which are based on personal teaching experience,with the purpose of improving the learning of the abovesaid complements.