학습자 말뭉치에 기반한 중국어 정도부사 오류 분석 및 교육 방안 탐색

Abstract

This study analyzes learners’ usage patterns and errors of five degree adverbs (“非常”, “很”, “太”, “眞”, “最”) presented in Level 1 of the International Chinese Language Education Standards, using the HSK Dynamic Composition Corpus, and derives educational implications. The corpus analysis revealed that learners tend to overuse “非常”, “很”, “太”, and “眞” while underusing “最” in written Chinese. Among error types, substitution errors were most frequent with “眞” and “太”, omission errors were predominantly found with “很”, and addition errors were notable with “眞” and “很”. An examination of five current Chinese grammar textbooks showed significant discrepancies between actual learner error patterns and textbook content. Based on these findings, this study proposes several educational recommendations: strengthening education on the differences between written and spoken Chinese, providing clear explanations of usage rules and restrictions for “眞” and “太”, supplementing explanations about omission errors with “很”, and utilizing actual error cases extracted from learner corpora. The study’s distinctive contribution lies in its corpus-based analysis of these five fundamental degree adverbs and its exploration of teaching methods through the analysis of existing grammar textbooks. Further research is suggested to expand the scope to include more diverse degree adverbs and conduct detailed analyses of error patterns across different proficiency levels.