汉语趋向补语是外国人一个较难习得的语言项目，这是对外汉语教学界一个的共识。对于母语为阿拉伯语的埃及大学生来说，他们在输出趋向补语句子过程中也出现了不少偏误。那么，这些偏误是如何产生的，母语是否对阿拉伯语大学生的汉语趋向补语习得产生了影响及产生了哪些影响，都是值得讨论的话题。本文主要在偏误语料的基础上通过对比分析、偏误分析等相关理论来分析研究这种影响,探讨学生学习过程中的难点、偏误类型及成因。本文首先对汉阿两种语言进行对比分析，在对比分析中，我们发现阿语为了表达汉语趋向补语意义往往会采用“VS”或“SV”，“SVPO”或“VSPO”，“SVO”或“VSO”这三种常见翻译表达形式，阿语翻译表达中的这些句型跟汉语不存在一一对应关系。在此基础上，我们分析了汉阿这种结构差异可能对汉语趋向补语习得产生的干扰，并对母语为阿拉伯语埃及大学生汉语趋向补语习得做了大胆预测，也预测了学生偏误中可能产生的问题。之后，通过对360多个偏误例句的实证分析研究，我们发现阿拉伯语大学生在习得汉语趋向补语过程中确实受到了母语负迁移的影响。在母语负迁移影响下，学生普遍出现了遗漏补语，误用补语，宾语错序，遗漏“了”，动词和补语错序，动词叠加等现象。这也进一步验证了难易度等级习得理论的正确性和普遍性。同时，我们也发现，母语除了对汉语趋向补语的习得造成负迁移外，还对某些补语的习得产生了正迁移，尤其是在受事宾语句式和结果意义补语句式里边这种影响要大一些，而这缘于阿语在表达此类汉语补语结构时和汉语有类似的结构顺序。此外，学生出现的偏误除了受母语影响外，也受目的语规则等方面的影响。通过偏误分析，本文更进一步印证了我们在对比分析一章中所作的趋向补语习得难易点的预测，总结出了每一类补语受母语负迁移影响而出现的偏误类别。由于偏误分析不能全面反映学生习得情况，故本文对正确语料也做了浅显分析，从正反两方面全面考察学生的习得情况。最后，在对比分析和偏误分析的基础上，我们对母语为阿拉伯语埃及大学生汉语趋向补语的习得做了难易度排序，得出了较难习得的补语项目和较易习得的补语项目两大部分。例如排在较难习得部分前两位的是“上”类不带宾语的词汇意义简单趋向补语和带宾语的状态意义简单趋向补语，排在较易习得部分前两位的是“来、去”类带非处所宾语词汇意义简单趋向补语和不带宾语的状态意义复合趋向补语。

There is a spread coclusion exists not only in the foreigner, but also in the teacher that the directional complement of mandarin Chinese grammar is one of the difficult grammars in the process of study. To the Arabic college students of Egypt, lots of errors will appear when they expressing the sentences of directional complement. In these errors, some result from the influence of students’ mother language, some result from the influence of rules in the target language. wether the mother language influences the Arabic student in the process of studying Chinese directional complement, how it influences the studying as well as what kind of results appear by this influence still be a question. For this purpose, this article based on the contractive theory, error analysis and inter-language theory tries to research the influence , discuss the difficult point、the error types and the reasons causing error. Firstly we make a comparison between the two languages, then through analysis, we found that the Arabic usually adapts three common forms such as “VS” or “SV”，“SVPO” or “VSPO” and “SVO” or “VSO” to express the Chinese directional complement. There doesn’t exist one to one relationship between the Arabic and Chinese. Through contracting the sentence form of two languages, we talk about the possible interferences in the acquisition of the directional complement caused by this difference. According to the contractive analysis we make predications on the acquisition of studying the Chinese directional complement. After research on the error sentences, we found that the college students definitely effected by their mother language. They make some errors such as omission of complement, substation of complement, sequential of object or complement, omission of “le”, reduplication of predicate caused by the negative influence of their mother language. Also there is a positive transfer during the studying process, especially in these kind of sentences which have an recipient object or the complement indicating the meaning of result, thus results from the similar sentence from between the two languages.The result of this research further supports the theory of Hierarchy of Difficult and its negative influences on the study of Chinese directional complement. In addition to this, we also prove some of the predications what we had talked about above. Meanwhile, we summary the error types caused by the negative transfer. At the end of this article, we make an order of Hierarchy of Difficult for the Arabic students studying Chinese directional complement based on our research. The order includes two parts, the difficult part and the easy part. For examples, the first two difficult grammars for Arabic students to study are the type of “shang” simple directional complement without object but indicating the directional meaning，and the type of simple directional complement with an object but expressing the meaning of a state. The first easy grammars to study are the type of “lai or qu” simple directional complement which followed by non-locational object but indicating the meaning of the direction，and the type of compound directional complement without object but expressing the meaning of a state. Hope our research can be used helpful to arrange the grammar in the teaching book and advance the development of Chinese teaching in Egypt.