The article deals with the problem of teaching Latvian prefixed verbs to speakers of Chinese as a mother tongue. It is based on a corpus-based study that has elucidated the most significant differences in the expression of aspectual meanings in both languages, which can cause difficulties in the learning process. The present article focuses on the perfective/imperfective opposition and sheds light to situations where the perfective meaning expressed by a prefixed verb in Latvian might not be reproducible in Chinese and therefore might be found difficult by a learner whose native language is Chinese. The author offers a summary of means of expressing perfectivity in Chinese and illustrates their use in practice with examples from the corpus, revealing possible challenges and their causes, which lie in the different structure of both languages. As a result, the author concludes that constructions in Chinese that semantically correspond to prefixed verbs in Latvian are by structure analogous to verb + adverb or verb + adjective constructions in Latvian. Such constructions are usually compounds, thus in the process of teaching one might consider an option to try explaining prefixed verbs as compounds. Of course, whether prefixed verbs should be explained and how it should be done depends on the level of knowledge. However, this approach might be useful when a learner already speaks Latvian and starts asking questions. Overall, the results of the described research can be applied practically in the process of teaching Latvian as a foreign language, as well as in translation work.
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