An Analysis Of Interlanguage In Korean Adolescents' Acquisition Of "le" Under First Language Circumstance

As an functional word with complicate usages in Mandarin Chinese, "le" has alwaysbeen a difficult term in Teaching Chinese as a Foreign Language. From the point of Teaching,there still isn't an uniform opinion about its grammatical meaning and basic usages yet. It'sstill a question worthy of continuing research how to mediate all these different theories andfind out a suitable teaching method for students under different ages. From the point ofLearning, the difficulty in the process of learning mandarin Chinese for students variesaccording to their different ages and learning environments also. The object of this paper isdesigned to be the interlanguage in Korean Adolescents' acquisition of "le" under firstlanguage circumstance and its analysis is focused on the errors during the languageacquisition , inducing the types of errors and discussing the reasons of these errors. Pertinentsuggestions for teaching will be made in the paper as we could.The paper includes three parts:Part One: Introduction. In this part, the first the paper's research intention, object and thecurrent research about"le" are given;the second, we tries to acquire a series of feasibleopinions about the questions such as the definition, grammatical and the usage features of"le" and the relationship between its grammatical research and teaching based on the analysisof the usage frequency of "le" by using balanced corpus LCMC;the third, using the method ofcontrastive analysis, the paper gives a primary discussion about the questions such as thedifferences and commonness of Chinese and Korean tense and aspect expression.which is anecessary foundation built for further development of the interlanguage analysis in Part Two.Part Two: Analysis about the Interlanguage materials of Korean adolescents' usage of"le" . This is the paper's main part. In this part, the first you will see a brief introduction aboutthe interlanguage theory and the interlanguage materials in the paper;Then, the paperanalyses the grammatical right "le" sentences appearing in our materials in detail anddifferentiates several situations worthy of attention such as mechanical imitation, unconsciousrepetition;Further, the paper moves its focus on the analysis of the usage errors during theacquisition of "le" and induces some types of errors such as the missing, overusing and wrongposition of the character "le";Last, based on the discussion about the reasons for all kinds oferrors, the paper continues the research about the general factors that influence Koreanstudents' error usage of "le". Especial emphasis is given to the current Chinese teachingsituation in Korean middle and primary school and the influences generated by theirindividual differences upon the error usage of "le".Part Three: Conclusion, Primary Suggestions for Teaching. In this part, first, based onthe analysis above, the paper gives some concrete suggestions about how to improve theteaching of "le";Then, the paper lists some questions waiting for further discussions afterconcluding the paper.Moreover, the labeled interlanguage resources used by this paper are attached behind inhoping that this will offer some helps for the scholars interested in this field or subject.