| Error is one of the most important contents of the study of Chinese as a second language acquisition.This paper is the first dedicated analysis of the errors of Korean students in Chinese writing from the cognitive linguistics perspective.Through analyzing the errors with the method of qualitative and quantitative,the structure and cause of writing errors can be explained.On the other hand,SPSS has been used to analyze the relationship between cognition and error,teaching strategies can be improved.This paper includes six parts.The introduction explains the purpose,significance and theoretical basis of the research.From Chapter one to three,principles of iconicity,metaphor and metonymy and cognitive highlights view of the cognitive linguistics have been used.Firstly,the iconicity principle can analyze a large number of errors,especially,the sequence principle can explain common errors of word order,which can also illustrate the deep causes behind the differences in structure of SOV and SVO.In addition,it can analyze other more complex language order errors.Secondly,metaphor and metonymy are common phenomenons in daily life,thy can be used to explain many problems which Chinese ontology knowledge and intermediary language theory are difficult to explain.Finally,the schema-background and focus principle in the cognitive highlight view explain several types of errors prone to students,Such as the sentence of “是”.The fourth chapter of the article uses SPSS data software to analyze the questionnaire and teaching corpus.So that,we can verify whether the students with different Chinese levels have cognitive commonness in errors,and is it consistent with the assumptions of this paper,then the paper can get more intuitive results and make the argument more convincing.At the end of the paper,based on the discussion and software analysis results,it propounds some new thoughts and suggestions on teaching Chinese as a second language to Korean. |
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