韓國學生漢語助詞習得偏誤分析
The Error Analysis of Korean Students’ Acquisition of the Auxiliary word and the Corresponding Teaching Strategies
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The auxiliary word, used for helping the verb or adjective to make a sentence, is frequently misused by Korean students while learning Chinese. On the basis of the inter - language corpus, the paper collects a great deal of sentences with errors made by Korean students while using“了”or 的”and other auxiliary words and analyzes the types of the errors. There are mainly four types of errors in the acquisition of Chinese auxiliary word made by Korean students: (1) Auxiliary word redundancy; (2) Auxiliary word absence; (3) Auxiliary word misplacement; (4) improper. Through an adequate analysis of such data, the author attempts to explore the way of thinking in Korean students’ acquisition of Chinese and to reveal the features of their inter language system in order to improve the pertinent teaching strategies. By comparing the target language Chinese and the mother language Korean, the paper also explores reasons for the errors, and proposes the corresponding teaching strategies as well1.
Abstract
The auxiliary word, used for helping the verb or adjective to make a sentence, is frequently misused by Korean students while learning Chinese. On the basis of the inter - language corpus, the paper collects a great deal of sentences with errors made by Korean students while using“了”or 的”and other auxiliary words and analyzes the types of the errors. There are mainly four types of errors in the acquisition of Chinese auxiliary word made by Korean students: (1) Auxiliary word redundancy; (2) Auxiliary word absence; (3) Auxiliary word misplacement; (4) improper. Through an adequate analysis of such data, the author attempts to explore the way of thinking in Korean students’ acquisition of Chinese and to reveal the features of their inter language system in order to improve the pertinent teaching strategies. By comparing the target language Chinese and the mother language Korean, the paper also explores reasons for the errors, and proposes the corresponding teaching strategies as well1.
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