Error Analysis Of Korean Students' Acquisition Of Chinese "有" Sentences And Teaching Countermeasures

The "You" sentences is one of the special sentence patterns in modern Chinese. It’s a complex syntax structure with a high frequency of use. Although it is included in the primary level of Chinese teaching syllabus as a foreign language, the use of it has a low accuracy. The article collect errors about the "You" sentences making by the Korean students in the “HSK dynamic composition". According to the "You" sentences in ontology research and the research of teaching Chinese as a foreign language, we sum up the type of errors with the Korean students and analyze the "You" sentence errors, explain the reason of making the "You" sentence errors. According to this article research results, we put forward the teaching countermeasures of the Korean students about the "You" sentences.This article is divided into five partsThe introduction part expounds the importance of the "You" sentences in Chinese teaching and teaching Chinese as a foreign language and suggests the meaning and value of the research. In addition, this article introduce the way of thinking for this research and explain that how to research and the source of the corpus.The first chapter introduces the research of the "You" sentences in ontology and a the status of teaching Chinese as a foreign language. To generalize the research achi-evement, expounds the definition, the classification, and the research achievements in teaching Chinese as a foreign language.The second chapter: By investigating the of errors of the "You" sentences in HSK dynamic composition corpus", we summarize the wrong types of the Korean students. The wrong types is as follows :missing the "You" word;using the other words instead of "You" by mistake; misusing the "You" words; putting the "You" in the wrong order;mixing the two or more than two structure with the "You" sentences.And we analyze the causes of errors as follows: Grasping less language;negative transfer of mother language; the target knowledge over-generalization; the Korean students themselves to avoid using the "You" sentence.The third chapter :we put forward the teaching strategy on the Korean students: Using structure analysis of lexical chunks to explain the "You" sentences; Graded teaching; step by step; contrast to explain; to distinguish the difference; bias induced; strength practice.Conclusion of this article summarizes the research achievements and shows that the innovation of this paper as well as disadvantages.