Research On The Acquisition Of Chinese Directional Complement Of High School Students In Italy

Based on the Multidimensional Model,this paper investigated Chinese directional complement used by Italian students of high school.By using the method of implicational scaling,correlation analysis and cluster analysis,we studied the acquisition process of 10 types of students in three grades of the National Boarding School of Roma.Furthermore,we also analyzed the speech processing strategies of Italian students of high school.The results of this study:1.We divided the whole learning process of Chinese directional complement into four stages.The Acquisition of Chinese Directional Complement of three grades show similarity and the general tendency is that the forms without objects are acquired before those with objects,directional complement which express basic meaning acquired before those express extended meaning,directional complement which used together acquired before those need to be separated.2.The main factor affecting the acquisition of directional complements of different structural types of Italian high school students is not whether the directional complements are simple or complex,but whether the directional complements have objects or not.3.For the types of directional complements with the same structure,directional complements which express basic meaning are acquired before those express extended meaning.However,for the types of directional complement with different structures,the acquisition of directional complements which express extended meaning is not necessairily later than that of directional complements which express basic meaning.4.We analyzed the speech processing strategies employed in different acquisitional stages.It found that students in three grades all tend to use canonical order strategy and discrete form strategy,but the students are not able to move from the stage of canonical order to the stage of discrete form strategy due to the restriction of the canonical order strategy of the target language.In general,the acquisition level of Italian students is still in the initial stage.Tt is difficult for Italian students to well acquire Chinese directional complement.5.We put forward some suggestions which have some referential meaning to teaching.