The Error Analysis And Teaching Strategies Of Chinese State Complement For Indonesian Student

State complement,as a unique linguistic phenomenon in Chinese,has always been regarded as a key and difficult point in teaching Chinese as a foreign language,and it is also a grammatical point that many scholars cannot ignore when studying complements.There is no concept of state complement in Indonesian,so state complement has become a difficult point for Indonesian students when learning Chinese,and it is also prone to errors during the study.This article takes students from Indonesia sekolah terpadu pahoa as the research object,uses the questionnaire survey method to design questionnaires to collect the state complement errors corpus of Indonesian students,and explores Indonesian students' Chinese status complement errors based on the survey results and domestic corpus data,summarizes the types of errors,and analyzes The reason for the error.Research has found that the main types of status complement errors of Indonesian students are omission,incorrect addition,incorrect generation,and wrong order.The reasons for the errors include the negative transfer of Indonesian language,the negative transfer of target language knowledge,the influence of students' learning strategies,the influence of teachers and teaching materials.Based on the above findings,this article proposes a teaching strategy of Chinese state complement for Indonesian students from three aspects: teachers,students,and textbooks.On the part of teachers,they use comparative teaching methods,situational teaching methods and other teaching methods to carry out state complement teaching activities and formulate reasonable teaching designs.On the part of students,taking the function of Indonesian positive transfer,focusing on the individual learning ability of students and cultivating students' correct learning strategies.In terms of textbooks,the importance of compiling textbooks is emphasized,the content of state complement textbooks is arranged according to the different stages of students' Chinese proficiency,and the practicality of content.