Analysis Of Cambodia Chinese School Students In Acquisition Of "V+Hao(Le)"

In modern Chinese,resultative complement is a kind of complement one of the more common usage,because of its diversity and complexity of syntactic component,making it become one of the key points and difficulties in teaching Chinese as a foreign language.The complement of finished belongs to one of them,are usually performed with"wan" "hao" "cheng" placed behind adverbs as a complement component,indicating the completion or end of the action.Sometimes they can be interchangeable,but not at anytime,"hao" in the "V+hao" can be placed after the verbs also located after verb-object phrases;and sometimes with"le" used after "hao" and sometimes not,which makes Chinese learners confused and puzzled because of its complex structure,semantic flexibility and extensive application.During teaching Chinese in the Cambodia,we found students in Chinese schools not only tend to choose the structure "V+hao"when using the complement of finished,but also equate"V+hao" with "hao+le" in its meaning and usage,which is what we will analyze in the thesis.At present,academics have different opinions on the attribution of "hao le".Under the guidance of the theory of interlanguage and error analysis,this paper analyzes the situation of the "V+hao(le)" in the spoken and essays of the Chinese school students in Cambodia.Because of the large number of Chinese schools,so we mainly analyze on the Chinese school-Duanhua school,which is Cambodia’s largest and most representative one in the Chinese schools.We collected the oral and essay corpus of the students in the fifth and sixth grade of the school,and analyzed the errors produced by them when using,and found the reasons for the errors from many perspectives,and make relevant recommendations.This paper is composed of five parts:The first part is the introduction,which mainly elaborates the significance,value and research goal of this topic,summarizes the research results related to " V+hao(le)" and "hao(le)",and summarizes the results of the error analysis of the structure"V+hao(le)" of foreign students.At the same time,it introduces the research theories and methods used in this paper,and explains the sources of corpus.In the second chapter,the author makes a semantic and pragmatic exposition and a simple comparison of "V+hao(le)"and "hao(le)" according to the existing research results.Then,the author compares the corresponding expressions of "V+hao(le)" in modern Chinese with the corresponding expressions of Cambodian,Chinese dialect-hokkienese and English,including the corresponding expression of "V+hao(le)"in Chinese Mandarin,including the nature and attribution of Cambodian language and the related expressions in Cambodia.And then we elaborate the relevant expressions of Chinese dialect-hokkienese,analyse the possible impact of hokkienese on the Chinese school students to learn this structure.According to the relevant theoretical knowledge of English grammar,the author analyzes the related expressions in English and finds out the possible influences of English on Chinese students to learn this structure.In the third chapter,we organize and analyze the collected corpus,and classify the corpus based on the theory of Chinese ontology and interlanguage.In the fourth chapter,according to the above chapters,we find out the main reason for the error,trying to find the secondary reasons from more perspectives.In the fifth chapter,we find out the mai’n and secondary reasons,and according to which making some relevant recommendations,hoping to help Chinese students to better learn Chinese and Chinese culture,in order to improve the teaching of Chinese schools.Finally,it is the conclusion of this paper,we summarize the causes and research results of Cambodian school students learning the structure " V+hao(le)",and expound the innovation and deficiency of this paper.