Thy Erorr Analysis Of The Korean Students Learning Objective Preposition "对""向""跟"

Chinese usually expresses many kinds of grammatical meaning with the functionwords and word order, there is not proper morphological changes. While theprepositional phrases are belong to the more important kind of function words and it isfickle during use, which makes it difficult for foreigners to understand its meaning andusage when study the function words. Moreover, it has not a word can corresponding toChinese prepositions in Korean grammar. So, it makes many Korean students feel couldnot take one more step when learning it.The four Chinese prepositions “对、向、跟” are often used in communication.They can be exchanged with each other in some situation, while others can not. Inaddition, the four Chinese prepositions always be translated into case-auxiliary word“（？）” in Korean. Thus, these reasons are lead to confused for Korean students todistinguish their meaning and usage, and give rise to many errors.In this thesis, bias errors has been filtrated in all kinds of corpus database, thereason for misusing the objective prepositions“对、向、跟” has been analyzed byapplying of the error analysis. Through the analysis, the major categories of the errorswhen Korean students using these three preposition are omission, misapplication,addition, ordering and complicated errors, And the reason for causing of these errors arenegative transference of the mother language, generalization of target language,avoidance behavior and the misleading in the teaching of Chinese as a foreign language.At last, the three aspects of instructional strategy are put forward based on the errors ofusing these three object prepositions: pertinence teaching, prominent teaching,situational teaching.