A Study Of Affective Adjective Complement Clauses In Teaching Chinese To Speakers Of Other Languages

Complementary clauses are a hot topic in academic circles in recent years.They refer to the situation in which one clause or predicate acts as another predicate argument.Generally speaking,the complement clause is the dominant component of the predicate in the sentence,which can be divided into subject complement clause and object complement clause,and these two syntactic components are closely related.Emotional adjectives are a small category of Chinese adjectives.Different from other adjectives,they can often be followed by a Complement clause,such as "I’m glad you’re not trying too hard anymore"(BCC corpus).The word "happy" in the sentence is a typical emotional adjective.Then you can take the sentence "you no longer drill the bull point" as its object complement.There are many similar sentences in Chinese.Due to the particularity of affective adjectives and the complex diversity of complementary clauses themselves,many Chinese learners do not use affective adjective complementary clauses correctly.Through the analysis of the errors in the use of affective adjectives by overseas students in the global interlanguage corpus,we find that when learners use this sentence pattern,Often there will be incomplete ingredients,ingredients misadd,wrong order and other problems,and even there will be avoidance phenomenon.Based on the theory of complementary clauses,combined with previous research results,this paper re-defines emotional adjectives from the starting point of complementary clauses,summarizes four common sentence patterns of affective adjective complementary clauses,and analyzes the research significance and research methods of this paper from the perspective of second language acquisition.For details,see the introduction part of Chapter 1.Based on the definition of affective adjectives,then using CCL corpus and global interlanguage corpus as data sources,this paper compares the different situations of Chinese native speakers and overseas students using affective adjective complementary clauses from the aspects of corpus overall,vocabulary at three stages of middle school and high school,sentence patterns of four kinds of complementary clauses,and usage tendency of four kinds of affective adjectives.For the following error analysis to provide a reference basis,see Chapter 2.After comparing the different usage situations of Chinese native speakers and foreign students,the paper then analyzes the errors of foreign students at different stages in detail from the perspective of error analysis,summarizes the types of errors,and analyzes the causes of errors from the aspects of learners themselves,the particularity of emotional adjectives,the complexity of complementary clauses,the outline and textbook arrangement,and dictionary interpretation.See Chapter 3 for details.Next,according to the analysis results of affective adjective complementary clauses,based on the application of affective adjective complementary clauses,corresponding teaching countermeasures are proposed for the errors of overseas students,and corresponding suggestions are put forward from the teaching syllabus,Chinese textbooks,dictionary interpretation,student learning and classroom teaching.For details,see Chapter 4.Finally,the paper summarizes the research content and analysis results of this paper,looks forward to the future Chinese teaching situation of affective adjective complementary clauses,and points out the shortcomings of this study.