Error Analysis And Teaching Countermeasures Of Korean Students' Acquisition Of Chinese Characters In The Primary Stage

In recent years, with the development of communication between China and South Korea in economic, culture and politics, more and more Korean students come to China for further study. Although China and Korean come from the “Chinese-character cultural circle”, Korean students have a sense of intimacy and identity on Chinese character. owever, In the process of learning Chinese, any Korean students feel difficult on Chinese character.The teaching of Chinese character is one of the difficulties in Teaching Chinese as a Second language. Based on the “HSK Dynamic Composition Corpus”, the writer of this article extract 300 errors of Chinese character,and made the statistical analysis about them to find out the types and reasons of Korean students’ Chinese character writing errors. ccording to the statistics, he author came to the conclusion that the primary stage of south Korean students’ Chinese characters bias is focused on the typos, typos errors corpora a total of 171 cases, accounted for about 57% of the sum total, and the majority with strokes errors, a total of 110 cases, accounting for 64.33% of all typo errors. On the other hand, the primary stage of Korean students in ghost word error has many errors, a total of 99 cases, accounting for 33% of the sum total of three types of errors, among them, the sound of homophones nearly ghost word errors,atotalof61 cases,accountingfor61.62%oftheghostworderrorstype".aimedattheseerrors,theauthorhascarriedonthedetailedanalysis,thinkthatttherearethreereasonsfortheerrors,firstofall,theinfluenceofnegativetransferofmothertongue.orexample,raditionalchinesecharacterswrittenerrorsareduetotheexistenceoftraditionalcharactersinkorean.secondly,thestudentshouldberesponsiblefortheerrors,too.manykoreanstudentsislackofunderstandinginchinesecharacterintheprocessoflearning.inaddition,thelackofteachers’ attentiontotheeducationofchinesecharactersisalsoonereason.basedonthestatisticalresultsandtheanalysis,theauthorputsforwardthreeadvicesfortheeducationofchinesecharacter:voidingnegativetransferofmothertongue,ayingmoreattentiontothestrokeeducation,andteachingaccordingtothecountry.