| The research on resultative verb phrase has a long history, and it plays an important role in Chinese ontology research, but the research based on teaching Chinese as a foreign language are rarely.With the ultimate goal to guide teaching Chinese as a foreign language practice, this paper focuses on the research of "V+adj" resultative verb phrase, summary and analyze the features and semantic orientation. Also, on the foundation of ontology research, the thesis proceed a question test on the sophomore students in Chinese department in South Korea Inje University.The survey has found that, south Korean students always make following errors when learning "V+adj" resultative verb phrase:(a)wrong sequence, when they use reslutative verb phrase, but occur to a wrong sequence, including the sequence of above verbs, result-complement, "le(了)",the position of object and negative adv.(b)replacement, replace result-complement by using other grammar forms, such as possibility complement or degree complement, or using subject-predicate sentence, etc.(c)composition oversight, ignoring to use some important syntax ingredient, such as predicate center-word or result-complement.(d)addition, adding other component when answering questions, impacting master this grammatical form.(e) mix together, several errors form appear together.Based on error analysis and language contrast analysis theory, classifying and combining students' questionnaires, this thesis figures out the reason are:(a)native interference;(b) the influence of Chinese; (c)mistakes of teaching people;(d) learners' mistakes.As a conclusion, we put forward the solution specific teaching strategies and learning strategies. The teaching strategy mainly include:(a) insist on the principle of teachers as the center; (2) hold to comparative analysis principle; (3) step-by-step progress principles. Learning strategies mainly include:(a) convert thinking mode; (2) create Chinese learning environment. |
PDF Full Text Request