Error Analysis Of English Speaking Learners Of Chinese Learning Extreme Complement Of Degree And Teaching Suggestions

Extreme complement of degree is a unique component of Chinese language, which can express someone’s psychological or physical and something’s some extreme state. There is no complete correspondence expression in English, so it is difficult to learn extreme complement of degree to English speaking learners of Chinese. The number of extreme complement of degree is large, the meanings among different extreme complement of degree have tiny differences. English speaking learners of Chinese may make a lot of errors when learning and using extreme complement of degree.This thesis starts from Chinese ontology research of extreme complement of degree. The thesis discusses the definition, ascription, classification and characteristic of extreme complement of degree and the differences among extreme complement of degree, resultant complement and state complement. Then the thesis contrasts the differences between the expressions of extreme degree in English and Chinese. According to “ HSK Dynamic Composition Corpus ”, I search the sentences written by English speaking learners of Chinese, count and analyse the sentences I searched. Then the thesis summarizes the types of error made by English speaking learners of Chinese when they used extreme complement of degree, and explores the reasons for error. In the last part of the thesis, based on Chinese ontology research of extreme complement of degree, the types of error made by English speaking learners of Chinese and the knowledge of teaching Chinese as a foreign language, I offer some teaching proposals of English speaking learners of Chinese learning extreme complement of degree.Through the analysis of relevant corpus, the thesis summarizes the types of error made by English speaking learners of Chinese when they used extreme complement of degree, such as incomplete ingredient, redundant complement, the use of predicate errors, avoidance of using extreme complement of degree and so on. The reasons for error are negative transfer of the mother tongue, negative transfer of purpose language knowledge, disturbances of learning strategy and communication strategy, disturbances of learning environment. At last, the thesis offer some teaching proposals, such as reasonable preparation of teaching materials, applying reasonably teaching order, combing classroom teaching with second language acquisition, using comparative analysis and error analysis, avoidance interference of mother tongue, strengthening the principle of repetition, restricting avoidance strategy.