An Error Analysis In The Acquisition Of "Degree Complement" By Foreign Student

Degree complement is frequently used in modern Chinese,and it is a syntactic component that Chinese learners should master in the early and intermediate stages.However,through the analysis of corpus and daily conversation,we find that due to the grammatical characteristics of degree complement,the arrangement of teaching materials,the teaching method of teachers and the subjective avoidance of students,degree complement is less used,unbalanced and more errors in second language acquisition.In view of this,this paper starts with the ontological knowledge of degree complement,uses the results of corpus analysis and error analysis,and puts forward some new suggestions on the textbook arrangement,teaching methods and learning strategies of degree complement.On this basis,combined with the characteristics of TCFL grammar teaching and the teaching concept of“pattern+fragmentation”,a TCFL case of degree complement is designed.This paper first makes a statistical analysis of the distribution and usage of degree complements in the General Syllabus Of International Chinese Teaching,Syllabus Of Chinese Language For Foreign Students In Colleges And Universities,New Practical Chinese Textbooks,Chinese Course,HSK Standard Course and dynamic composition corpus.It is found that the frequency of use of degree complements in HSK dynamic composition corpus and the process in the textbooks are found The frequency of degree complement is positively correlated,while the grammar items of degree complement in teaching materials follow the arrangement of degree complement in the outline,but the number of degree complement grammar items in the syllabus is less.It can be seen that the setting of degree complement in the syllabus has some constraints on the textbook,and the frequency of degree complement in the textbook limits the number of complement for students’ learning level.Through the observation of the teaching of degree complement,we can find that some teachers in the classroom have not played a leading role in the classroom,did not teach according to the characteristics of international students,the explanation of degree complement was not perfect,no knowledge point supplement and the actual use of students was not taken into account.Therefore,the students have unbalanced and high error rate in the use frequency,which violates the practical characteristics of teaching grammar as a foreign language and the teaching principle dominated by students centered teachers.Based on the unbalanced use and high error rate of degree complements and the particularity of TCFL grammar,this paper selects twelve degree complements such as “hen,ji,si,tou,yaosi,yaoming,buxing,duo,huai,huang,lihai,budeliao” and analyzes the HSK dynamic composition corpus to find that the main types of errors of these degree complements are wrong addition,omission and misuse;The internal reason is that students do not have a comprehensive grasp of language ontology knowledge,and the external reason is the influence of learning environment such as teachers and teaching materials.Based on the analysis of the types and causes of degree complement errors,this paper puts forward the idea of applying the grammar teaching concept of “pattern+fragmentation” to improve the teaching effect based on the uniqueness,practicality and richness of degree complement in TCFL grammar teaching and the applicability of TCFL grammar,then this paper introduces a case of classroom teaching.