한국학생의 문장 중 주요 동사 누락 현상에 대한 오류 분석 연구
A Categorical Analysis of the Missing Predicate Phenomenon among Korean Students
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This paper presents a categorical analysis of the phenomenon of the missing predicate among Korean students, which is characterized by a high frequency of occurrence. The Beijing Language University Writing Corpus is used as the main data source. To control for students’ proficiency level in Chinese, only HSK9 (old version) level errors in students’ sentences are analyzed. The analysis is limited to sentence errors by intermediate-level Chinese students because at this level, students need to expand their use of Chinese elements and want to construct more detailed sentences. However, in this process, they can easily miss the predicate. This study identifies 10 types of missing predicates mistakes made by Korean students: (1) missing 是 (shi) syntax; (2) missing predicate pieces in a compound sentence; (3) missing changes in semantic verbs; (4) missing psychological verbs; (5) missing link verbs; (6) missing combination structure of the predicate; (7) missing 有 (you) syntax; (8) missing auxiliary verbs; (9) missing speech-act semantic verbs; and (10) missing predicates in the predicate–complement structure .
Abstract
This paper presents a categorical analysis of the phenomenon of the missing predicate among Korean students, which is characterized by a high frequency of occurrence. The Beijing Language University Writing Corpus is used as the main data source. To control for students’ proficiency level in Chinese, only HSK9 (old version) level errors in students’ sentences are analyzed. The analysis is limited to sentence errors by intermediate-level Chinese students because at this level, students need to expand their use of Chinese elements and want to construct more detailed sentences. However, in this process, they can easily miss the predicate. This study identifies 10 types of missing predicates mistakes made by Korean students: (1) missing 是 (shi) syntax; (2) missing predicate pieces in a compound sentence; (3) missing changes in semantic verbs; (4) missing psychological verbs; (5) missing link verbs; (6) missing combination structure of the predicate; (7) missing 有 (you) syntax; (8) missing auxiliary verbs; (9) missing speech-act semantic verbs; and (10) missing predicates in the predicate–complement structure .
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