Semantic Teaching And Errors Research Of Resultative Complements In Korean Chinese Learners

South Korea and China face each other across the sea.They have close and profound cultural and linguistic origins in history.South Korea established the Confucius Institute at an early stage to actively learn Chinese.Learning Chinese is very common in South Korea.Since elementary school and junior high school,they have included Chinese as a second language in classroom teaching.Therefore,they attach great importance to teaching Chinese in Korea.In Chinese teaching worldwide,It is difficult for foreign learners to learn and master the result complement of Chinese.Korean Chinese learners also attach great importance to the study of Chinese result complements.Compared with the concrete meaning,grammatical interpretation of complement is not enough in Chinese teaching,so this paper focuses on the semantic teaching of result complement and mainly explores the grammatical meaning of the resulting complement.The first chapter is the semantic study of the result complement in modern Chinese.Then it summarizes the semantic teaching of result complement in teaching Chinese in Korea,and the research results are quite abundant.Among them,there are still some shortcomings in the teaching of the meaninglessness of result complement.The second chapter mainly discusses the grammatical meaning of Chinese result complement.Using modern Chinese works as the object of corpus collection,choose typical result complements that can express Grammatical meaning: Select nine typical result complements to express abstract meaning: Cheng,Chu,Dao,Hao,Qilai,Shang,Wan,Xiaqu,Zhu.On the basis of classification,from the HSK dynamic composition corpus 2.0,Korean students from 2001 to 2005 were selected to use the result complement corpus of abstract meaning.Summarize the types of errors used by Korean Chinese learners to use result complement.There are three main types of errors: Omission,Incorrectly Added and Mistake on Behalf.Among them,the most errors are Omissions.The third chapter discusses the causes of errors from the verb’s type.The first step is to classify the preverbs with these types of result complements and find the relationship between the verbs and result complements.Then find the corresponding form of Chinese complement in Korean,further analyze the influence of verbs and complements on the Verb-Result Complements,and summarize the reasons for the errors.The fourth chapter proposes teaching strategies for the causes of errors.According to the causes of the errors,the teaching strategies are put forward: Strengthening Semantic Teaching,Reduce Omissions,Same Emphasis on Semantics and Form,Organize Classroom Activities,Improve teaching efficiency and reduce errors in complement learning.The fifth chapter is a summary of the full text,and points out the shortcomings of the research content and the topics that need further research.