Study On Daur Elementary School Students' Acquisition Of Chinese Complement Sentences

Based on the theory of comparative analysis hypothesis,the theory of interlanguage hypothesis,the theory of input hypothesis and the theory of error analysis,this paper discusses the acquisition of Chinese complement sentences of daur primary school students from three aspects: acquisition order,acquisition process and acquisition error.Firstly,by means of contrastive analysis,this paper makes a contrastive analysis of the seven types of Chinese complements,and summarizes the corresponding and non-corresponding forms of various complements.Second takes the form of questionnaire and the method of text extraction,investigating the acquisition of these seven kinds of complement sentence,based on the situation of families of the five grade pupils acquisition through statistical analysis,draw up to the acquisition of pupil seven class sentence complement the order > may complement for results complement > status > complement to complement > time,space,complement number > complement degree complement.The error analysis method is used again to analyze the errors in complement sentences of daur primary school students,and the types of errors are summarized.The reasons are analyzed from the negative transfer of daur "S+O+V" structure,the generalization of Chinese "S+V+O" structure knowledge,the influence of individual factors and the avoidance strategies.Finally,the author puts forward some teaching countermeasures,such as strengthening the contrast between handa and handa,using the contrast teaching method,strengthening the basic meaning learning of complement sentences,expanding the amount of language input and adopting diversified teaching methods,so as to create a good learning environment.This study can not only serve as a reference for daur students in the acquisition of Chinese complement sentences,but also play a role in promoting the development of daur second language teaching to a certain extent.