Study On The Acquisition Of Modal Complements

The modal complement is used frequently in Chinese.Due to its complicated structure and diverse composition,it is difficult for masters whose native language is not Chinese to learn.Therefore,modal complement is a difficult point in teaching Chinese as a foreign language.This paper attempts to make a more detailed examination of ’central language+de+complement’ from three planes of syntax,semantics and pragmatics,and provides relevant suggestions for teaching Chinese as a foreign language.The basic structure of modal complements is divided into verbs and adjectives,and the components can be simplified and simplified.The verbs/adjectives are used as complements The order is introduced in turn.When a single adjective is used as a complement,there are three special cases:(1)the radiance adjective as the modal complement(2)the modal complement and the possible complement(3)the single adjective as the complement cannot be applied to the ’put’ and ’be’ sentences.in.In addition,the modal complement has a negative form only when the complement semantics point to action after ’de’.The syntactic function of modal complement is analyzed in turn,the modal complement is used as predicate,attributive and object in the sentence.Predicate is the basic function of modal complement According to the different components of the ’de’ after the complement,the semantic function of the modal complement is also different,and the semantic type is divided into the commentary complement,the descriptive complement and the result complement.Since the learner can easily mix the modal complement and the structure in the shape,the two syntactic forms are distinguished from the semantic function,and the modal complement representation is already,and the adverbial representation is not.Only when the complement is a direct result of the action,the modal complement can be transformed into a structure,and the semantic orientation of the complement determines whether the two sentences can be used interchangeably.According to the HSK dynamic composition corpus and the corpus collected in the questionnaire,summarizing the types of modal complements,analyzing the causes of errors,and the higher error rate is also the difficult grammar point in teaching Chinese as a foreign language.Through analysis and induction,the errors of modal complements are divided into four types:omission,mis-sequence,mis-addition and mis-generation.The proportion of misrepresentation is as high as 62.1%,and the mis-order only accounts for 1.5%.On the basis of a large amount of corpus investigation,the main reasons for the bias are the negative transfer of the mother tongue,generalization of target language knowledge and the influence of the learning strategy.The reasons for each bias are as follows.The erroneous example analysis shows that the direct cause of the formation of errors is intuitively reflected,helping the learner to avoid the recurrence of similar errors.Through a detailed examination of the outline and textbooks,the overall distribution of modal complements in the outline and textbooks is summarized.The similarities and differences between the outlines and the textbooks are summarized,and relevant suggestions are pointed out.Generally speaking,each textbook has a more detailed division of complement components.The listed examples are also close to life,and the practicality is very strong.However,the degree of emphasis on modal complements is not high,and the order of complements should be adjusted appropriately due to modal complements.It is a more complicated type of complement,which is more difficult to master than other complements.The modal complements should be explained later according to the order of difficulty levels.According to the overall situation of textbook layout,it is recommended to arrange the textbook learning sequence,the combination of typical example sentences and special examples,and the design of practice questions are targeted.At the same time,suggestions for encouraging the use of correct learning strategies,using contextual teaching,and introducing semantic orientation are also proposed for classroom teaching.