Negative Transfer Of Mother Tongue Under The Perspective Of South Korean Students Chinese Adverbial Word Order Errors Analysis

The gerund has always been one of the more complicated syntactic components in modern Chinese.In Chinese language teaching,it is a difficult task for Korean students to learn only the order between a single gerund and the subject-predicate.Although there have been fruitful research results on the order of gerunds in teaching Chinese as a second language,most of the scholars only investigate the causes of international students’ errors from the ontological point of view,but not from the perspective of negative native language transfer,and the conclusions are fragmented.Therefore,in this paper,we will try to explore the factors that influence Korean students’ mispronunciation from the perspective of negative native language transfer.In the first chapter,the paper selected topic significance and the purpose of the predecessors’ about Chinese adverbial word order in teaching Chinese as a second language acquisition research status;in the second chapter,the paper compares the Korean-Chinese grapheme order based on the previous research results and the characteristics of the collected mediated corpus of Korean students.In the second chapter,we compare the five gerund constituents of Korean and Chinese,and we find that,except for the use of adverbs and nouns as gerunds,specific verbs,adjectives and indicative pronouns can be used as gerunds freely in Korean,but they need to be combined with prepositions to form gerunds in Chinese.Secondly,the semantic types of Korean-Chinese gerunds are briefly explained and divided into gerund categories from the semantic point of view,and the characteristics of Korean-Chinese gerunds are compared according to the more advantageous gerunds in Korean and Chinese as summarized by previous authors.The fourth chapter in this paper studied the errors and the teaching of Chinese adverbial teaching process,teaching method and teaching material puts forward the corresponding teaching strategies,such as try to enrich the teaching practice;chapter 5 summarizes and reflects on the previous chapters.This paper hopes to further understand the influence of Korean students’ biases in acquiring Chinese gerunds from the perspective of negative native language transfer,so as to enrich the theoretical system of native language transfer and enable Chinese teachers to understand more clearly the causes of errors caused by native language interference when Korean students learn gerunds,and to provide relevant pedagogical reference for teaching practice to reduce the formation of such errors among Korean students.