| Directional Complement is one of the features of Chinese. There are few relative language phenomena in other languages. When we use directional complement in Chinese, they usually use other ways to express. Because of the various forms and complicated meaning, learning directional complement becomes a difficulty for foreign learners. Moreover, the explanation and exercise in teaching Chinese as a foreign language is not sufficient enough. There are also many factors of the learners themselves, which will influence their acquisition and using of directional complement. And students come from different countries have different kinds of errors. From the available data we find there are some achievements of error analysis on directional complement that involves learners who speak Japanese, Korean and English. But we still have a long way to go.After an overall review of existing research achievement, this paper analysis acquiring the directional complement by English speaking learners of Chinese with the theory of comparative analysis and the theory of Error Analysis; generalizes principles of acquisition of foreign students; analysis reasons of these errors from the view of grammar,semantics and pragmatics; propose teaching strategy; with hoping to provide theoretical and practical basis.Chapter one introduces the reason of choosing this topic, the current reaching achievement of Directional Complement, the relative theories and research methods.Chapter two is the main introduction of directional complement. This part defines several types of directional complement, introduces the directional and extended meaning of it, emphasize the correct understanding may help to reduce errors of directional complement.Chapter three is error analysis of directional complement of English speaking learners. This is the main part of this thesis. It contains three parts: error analysis of the positions of directional complements and its objects from structure; error analysis of the absence of directional complements, collocation errors, mixed using and so on from semantics; error analysis of avoidances.Chapter four analysis the reasons of these errors, including interlingua negative transfer,intralingua interference, interference of learning strategies and lack of explanation and practice.Chapter five is suggestion for teaching directional complement. This thesis offers six suggestions: pay attention to interferences of mother tongue; strengthen explanation and practices of object position; strengthen teaching of extended meaning; strengthen teaching of semantics and pragmatics; strengthen teaching of language sense; tactics of avoidance of directional complements. |
