Error Analysis And Teaching Countermeasures Of Uzbek Students’ Acquisition Of Chinese Resultant Complements

China and Uzbekistan have a long history of economic and cultural exchanges and cooperation.In recent years,the demand for professional Chinese language talents between China and Uzbekistan has been increasing day by day.Being able to accurately and fluently express one’s thoughts in Chinese is more competitive for Uzbek learners.In the process of learning Chinese,the result complement is one of the difficulties in Chinese grammar.The structure of result complement is complex and variable,and it is one of the important grammars in modern Chinese.It plays an important ideographic role in communication.This article focuses on the errors made by Uzbek students in the process of acquiring result complements.In order to conduct a better investigation and research,I have consulted a large amount of data on result complements and organized the HSK corpus of the past decade.A survey questionnaire has been designed specifically to conduct in-depth research on this issue.Finally,five common types of errors are summarized:positional errors between result complement and predicate verb,positional errors between result complement and object,omission of result complement,misuse of negation words,and collocation errors between result complement and verb.Based on common types of errors,this article analyzes the causes of errors,Native language habits are a major cause of errors in the acquisition of result complements,followed by confusion in the usage of result complements due to the generalization of target language knowledge.Teaching factors such as teacher textbooks are also one of the reasons for errors.This article compares and analyzes Chinese and Uzbek languages to clearly and intuitively summarize the reasons for errors made by Uzbek learners in the process of acquiring Chinese result-based complements,in order to overcome the habitual influence of their mother tongue and reduce the probability of making mistakes in future learning.At the same time,it puts forward some reasonable suggestions for learners’ learning methods and attitudes,Teaching strategies have also been proposed in the teaching of Chinese result complements and textbook development.