Study On Korean Studnts' Chinese Verb Learning

The paper titled Study on Korean Students' Chinese Verb Learning is written with the intent to conduct a systematic study on the errors produced by Korean students in their Chinese verb learning and the cause of the errors, for Chinese language teachers' reference in their Chinese verb teaching. The author uses the comparison method, case method and the method of the integration of theory and practice. The study shows that an analysis of the verb errors produced in Korean students' Chinese language learning helps the students acquire a proper grasp of Chinese language usage with a better understanding of the cause of the errors produced in their Chinese language learning, enabling teachers to take more purposeful measures to improve Chinese vocabulary teaching so as to greatly reduce or completely avoid the errors in use of Chinese language.In the error analysis, in the theory of mediating language, beginning with the three aspects of pronunciation, grammar and semanteme and the difference in native language and target language, the verb errors are divided into four types: 1. Errors from the difference in the term of word meaning between Korean and Chinese language; 2. Errors from an improper collocation of a verb with an object; 3. Errors from an improper collocation of a verb with a complement; 4. Errors from an improper collocation of a verb with an adverbial. Further study on the cause of the errors produced shows concrete causes presented below: 1. The influence of the intrinsic meaning of the verb in Korean language; 2. The influence of the conversion of word class or compatible class in Korean language; 3. No verb-complement structure in Korean language; 4. The influence of the habitual collocation of words in Korean language; 5. The influence of the unique meaning of verbs in Chinese language; 6. The influence of the verbparasynonyms in Chinese language; 7. The interference of an irregular analogy of a certain grammatical function of a verb; 8. The influence of the habitual collocation of words hi Chinese language.Therefore, the emphasis of Chinese verb teaching should be placed on the meaning and usage of commonly used verbs and corresponding instructional strategies should be used with a better understanding of the role of native language in the processes of interiorization of a second language. To improve Chinese verb teaching, we should do well the following poults: 1. Explain the meaning of Chinese verbs in detail; 2. Discriminate verb parasynonym; 3. Activate and enlarge students' verb vocabulary; 4. Compile the textbook on the basis of the result of latest studies on Chinese language learning, with a reasonable structural arrangement.