The Research On The Errors Of Chinese Interrogative Sentence In Primary South Korean Learners

The modern Chinese interrogative sentence, one of the four basic sentences classified by the tone or usage, is popular among people’s communication, it is always the focus of people’s research. The ontology research of Chinese interrogative sentences has made great achievements, and a group of excellent thinkers come out, some of who are foreign scholars. However, the research time of TCSL(Teaching Chinese to Foreigners as a Second Language) is too short. Although Chinese teaching materials continuously grow fruitful, the teaching study of Chinese interrogative sentences for foreign students is poor.So the author writes this thesis by looking up in many scholars’ previous studies and corpus analysis as well as referring to the author’s own teaching experience.The main content of this thesis is to study the four categories of Chinese interrogative sentences, including general interrogation, specific interrogation, alternative interrogation and affirmative-negative interrogation. It takes South Korean students who have learnt Chinese for three months as research object, and analyzes the errors and reasons that the students have encountered when learning Chinese, then gives some proper teaching suggestions by combining teaching experience. The introduction part mainly describes the research circumstance of Chinese interrogative sentences, study results at primary stage and common problems at present. Also, the author illustrates the academic value and research method of this topic. Chapter one mainly reviews the content of Chinese interrogatives’ four parts in the chronological order of the four category interrogatives in teaching materials used by the author, including structure characteristic, applying situation and differences between some grammar projects. Chapter two the author analyzes the error’s type, cause and commonality, based on the mistakes which students have made when learning Chinese and collected linguistic data. Chapter three some proper teaching suggestions and effective teaching strategies are given by the author in terms of the causes of errors and learning complexity. The tail part gives a summary of this thesis, telling the innovation and disadvantages of this paper. Finally a lesson plan is appended, which isapplied to South Korean students in elementary class teaching by the author when learning interrogatives’ four categories.