Error Analysis Of Chinese Time Words By Korean Students

In order to better understand the errors that Korean students make when using time words to express the concept of time,this article draws on the classification method of Li Xiangnong’s(1997)time words,and uses comparative analysis and error analysis based on the error corpus of Chinese time words of Korean students.The research method of Korean students classifies and describes the time vocabulary errors of Korean students,explores the causes of the errors,and puts forward some targeted teaching suggestions.The main points of this article are as follows:Firstly,this article divides Chinese Time Words into four categories from the perspective of syntax and semantics: time-point-time word,time-point-time structure,period-time word,and period-time structure.The four categories are subdivided into 22 sub-categories.The four major categories are subdivided into 22 sub-categories.It is found that the number of errors of time-point-time structure>the number of errors of period-time structure>the number of errors of period-time word>the number of errors of time-point-time word,indicating that the acquisition of time-point words by Korean students is better,but the acquisition of time-point-time structure is poor.Among them,South Korean students are unfamiliar with the structure of “time-point word/time proposition+’time’ noun”,“event+before/after+number·quantity period” and“X+before/after” in the time-point-time structure;for the period-time structure,they are not good at using the "number·quantity period/time progeny + "period"noun" structure,"number·quantity period" structure and "from/since+time-point word/time substitution+start/begin” structure;the errors in using of time-period words and time-point-time words are mainly manifested in the generation of time words formed by synonymous or similar morpheme substitutions or the missubstitution between time words caused by the confusion of synonyms.Secondly,based on the analysis of each error of Chinese Time Words,we integrated various statistical data to investigate the acquisition of time vocabulary by Korean students from a macro perspective.From the perspective of time-point and time-period,Korean international students have almost the same amount of error in time point and time period,and the acquisition of time point will be slightly better than that of time period;from the perspective of time word and time structure,the number of errors of time structure is much more than that of time word,and the acquisition of time structure is the worst.In addition,from the perspective of the types of errors,the most likely type of error for Korean students to use time words to express the concept of time is misgeneration,and the rest are omission,creation and misordering.Thirdly,aiming at the analysis of the errors of Chinese Time Words by Korean students,we analyze the causes of errors from three aspects: the negative transfer of Korean time words,the excessive analogy of Chinese rules,and the influence of textbooks and reference books.Based on the research on the types of errors and the causes of errors,this article puts forward some targeted suggestions on the compilation of teaching materials for Chinese as a foreign language,teachers of Chinese as a foreign language and Korean students.Finally,we summarized the research of this article and found that this article still has some shortcomings such as the in-depth analysis of the reasons for Korean students’ time-word errors,so as to continue to deepen and improve in the future research.