Russian And Chinese Compared Starting From The Chinese Tend To Complement And Teaching Chinese As A Foreign Language

Directional complement has always been regarded as a hard nut to crack in the field of Teaching Chinese as a Foreign Language (TCFL). The structures and meanings of directional complement are very complicated. Moreover, there is no equivalent structure in languages other than Chinese. As a result, foreign students tend to make a lot of mistakes during the process of acquisition. In the past, the object of the research on directional complement is mainly students whose mother tongue is English or Japanese. Almost no research has been done on Russian students. To fill in the gap in this regard, this thesis has made a discussion about some of the problems Russian students encounter in learning directional complement.First, on the basis of the research being done by other scholars, we concluded four difficult points in teaching directional complement and put them in order according to the level of difficulty. Then we formulated a questionnaire and distributed it to some Russian students of different levels. After analyzing the result of this questionnaire, we found out the Russian students'difficulty and particularity in learning directional complement. Second, in the light of the difficult points we had discovered, we compared the Chinese language and the Russian language from the perspective of the interference of the mother tongue. As there is no such a concept as directional complement in the Russian language, we had to look for the grammatical method in Russian which has the same function as directional complement. By analysis, we thought that this method was verbial prefix. With a list of the corresponding grammatical forms of the two languages, we made further comparisons from the perspectives of the extended meaning and the relationship between directional complement and its object.Finally, enlightened by the comparison between Chinese and Russian, we put forward several techniques on teaching directional complement. First, separating the compound directional complements in the practical teaching progress with special emphasis on the specificity of"lai"and"qu". Second, explaining the complicated extended meanings to students in a systematic way with the aid of graphs. Third, some suggestions on whether or not to use the Russian verbal prefixes in the practical teaching progress. For the former two teaching techniques, we have designed some teaching demonstrations in this thesis and have experimented with them in a small scale, found to be quite effective.