Ria Riski Marsuki, Dian Sari Unga Waru, Elvira Septevany, Fatmawati Fatmawati

An Analysis of "来/去" Errors in Chinese Directional Complements by Indonesian Students

Introduction

An analysis of "来/去" errors in chinese directional complements by indonesian students. Indonesian students struggle with Chinese "来/去" directional complements. This study analyzes common errors, linguistic interference, and learner variables to propose effective pedagogical strategies for mastery.

Abstract

Mandarin Chinese directional complements present a significant and well-documented challenge for Indonesian learners. This study delves into the intricacies of this grammatical aspect, aiming to identify the specific difficulties encountered by Indonesian students and to propose effective pedagogical strategies. The research employs a mixed-methods approach, beginning with a comparative linguistic analysis of complement expression in both Mandarin Chinese and Indonesian to pinpoint potential areas of linguistic interference. Subsequently, a questionnaire is administered to Indonesian students learning Mandarin to gather empirical data on their comprehension and application of directional complements. Furthermore, a detailed error analysis is conducted on student-produced language samples, focusing specifically on the use of “来/去” (lái/qù) and other directional complement structures. The findings of this study illuminate the multifaceted reasons behind the observed errors, encompassing negative transfer from the learners' first language, individual learner variables such as learning styles and aptitude, environmental factors influencing language acquisition, and the potential inadequacies of current teaching materials and methodologies. Ultimately, this research culminates in the formulation of targeted teaching suggestions and practical methods designed to mitigate these challenges and enhance the learning experience for Indonesian students striving to master Chinese directional complements.

Review

The paper, "An Analysis of '来/去' Errors in Chinese Directional Complements by Indonesian Students," tackles a highly relevant and well-recognized challenge in Chinese as a Second Language (CSL) acquisition. The abstract clearly articulates the significance of directional complements, particularly the nuanced usage of "来/去," as a persistent and well-documented area of difficulty for Indonesian learners. The study's objectives—to precisely identify the errors and subsequently propose effective pedagogical strategies—are commendable, underscoring a practical commitment to enhancing language instruction for this specific demographic. The focus on Indonesian students is particularly valuable, as it promises to uncover specific patterns of linguistic interference and learning challenges pertinent to their linguistic background. The methodological approach outlined appears comprehensive and well-justified for addressing the research questions. Employing a mixed-methods design, the study judiciously combines a comparative linguistic analysis—a crucial step for pinpointing potential L1 transfer issues—with empirical data gathered from student questionnaires assessing comprehension and application. This is further strengthened by a detailed error analysis of student-produced language samples, which provides direct evidence of production difficulties with "来/去" and other directional structures. The abstract’s summary of findings, encompassing negative transfer, individual learner variables, environmental factors, and inadequacies in existing teaching materials, suggests a nuanced and holistic understanding of error causation, which is essential for developing truly effective interventions. Ultimately, this research appears poised to make significant contributions to the field of CSL pedagogy, particularly for Indonesian learners. By dissecting the multifaceted reasons behind errors in directional complements, the study moves beyond mere error identification to a deeper exploration of their underlying causes. The stated culmination in the formulation of "targeted teaching suggestions and practical methods" is a key strength, promising tangible and actionable strategies for educators and curriculum designers. This focus on practical application makes the research highly impactful, offering valuable insights that can directly improve the learning experience and mastery of Chinese directional complements for Indonesian students.

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