Abstract
This research presents the results of a summary of the most common mistakes made by Chinese as a Second Language students and highlights the specific ones in which both the direct object and a verbal complement are present in the same sentence. This summary has been made with an exploratory methodology by consulting the corresponding bibliography materials, as well as personal materials and classroom observations collected during the last ten years of teaching the Chinese language by the author of this work. This research has a triple aim: (1) to observe if among the mistakes made by the students the presence of the direct object does indeed play a role; (2) what kinds of mistakes students make, especially in sentences where both the direct object and the verbal complement are present at the same time; (3) design teaching practices and activities to help students overcome these difficulties. This summary is not intended, nor can it, be a complete list of all the possible mistakes that an individual could make when learning this aspect of the Chinese language since this depends on innumerable factors (used language pedagogy, type of exercise proposed, other languages spoken, effective native language, mental linguistic concepts, etc.). The data show specific patterns of behavior that should be taken into consideration by CSL professors at all levels of education. As explained by the study, the results have been applied to language teaching methodology with excellent results.
Presenters
Chiara UlianaPhD Candidate, General Linguistics and Literature Theory, University of Granada, Spain
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
Modern, Chinese, Language, Teaching, Verbal, Complements, Direct, Object, Error, Analysis
