A Comparison Of Expression And Error Analysis Of “Qi Lai” Between Chinese And Arabic

The meaning of the word "qilai" in Chinese is complex.It is a word with high frequency of use and is an important and difficult point in teaching Chinese as a foreign language.Arabic and Chinese are two completely different languages,and there is no concept of directional complement in Arabic.From the current literature,the research and teaching strategies on Arab students’ acquisition of Chinese word "qilai" are not abundant.This study is expected to meet the needs of multilingual research in the field of directional complements and enrich the achievements of "qilai" in the field of Arablanguage country research.Based on the analysis of the relevant expressions of "qilai" in Chinese-Arabic translation book,this paper classifies and compares the meaning of "qilai" from five aspects: the directional meaning,the initial meaning,the consequential meaning,the topic marking and the special sentence pattern,and comprehensively and systematically investigates the corresponding forms and expression methods of "qilai" in Arabic.Through comparative study,it is found that these semantic expressions of "qilai" in Arabic are not one-to-one correspondence with Chinese: Arabic language for "V+qilai" mainly through the integration of the displacement verb and derivative nouns that inherit the internal displacement factors of verbs;In addition,when expressing the initial meaning and "qilai" as a topic marker,Arabic mainly uses some special verbs,such as "(?)"(start)"(?)"(feel)"(?)"(become)"(?)"(it seems)" (?)"(at...)and "(?)"(exist)to express one-to-many meaning.On this basis,combined with the results of comparative analysis to design a questionnaire survey.The questionnaire carries out a real-time classroom test through three types of questions: single-choice questions,sorting questions and judgment questions,to investigate students’ mastery of the four semantics of "qilai" and relevant special sentence patterns.It is found that when the students with Arabic background acquire "qilai",it is mainly due to the differences in the grammatical structure of their mother tongue and the differences in language cognition,which lead to the absence and misaddition of "qilai",the mixed use of verbs before "qilai",and the disorder of "V(A)+bu+directional complement" structure and object word order.Based on this,we put forward specific teaching and learning suggestions in terms of strengthening the recognition of feature differences,reasonably arranging the teaching sequence and phased objectives,and designing relevant exercises,in order to enrich the comparison of Chinese and Arabic languages and strategies for teaching Chinese to Arabic students.