An Analysis Of Errors Made By Korean Students In Learning Chinese Results

Complement is recognized the emphasis and difficulty in teaching Chinese as a foreign language, and the result complement is the type with higher frequency and wider range in the Chinese complements. Unlike other grammar points that with the investment of time and accumulation of learning will be mastered better, complement is difficult to master and used appropriately for students who have advanced level not to mention the primary and intermediate level students. It is difficult to find the corresponding form in other types of language due to the complement of syntactic structure is unique to Chinese; In addition, there is also an important reason that the structure has its complexity and is not easy to be mastered.Now more and more foreign students come to China to learn Chinese, especially our neighboring South Korea, every year there are many Korean students to study in China, setting off an upsurge of learning Chinese. In this paper, taking the "HSK Corpus dynamic composition" of Beijing Language and Culture University in the 2001-2005 five years of Korean students in higher HSK writing part of the results of the complement bias of the 273 sentences as the main research object. These sentence was analyzed and found that the five major types of errors:omission, addition error, error generation, wrong order and other misuse appear when Korean students using Chinese Result complement, in which the omission error rate was the highest, accounted for 64%.There are 175 omission bias sentences totally, including omissions:result-complement errors and omission predicate errors and omissions result complement and omission predicate errors, in which there are 97 sentences with missing complement errors, and the error rate is 55%. Among the 273 results complement sentence errors, bias error plus is 39 totally, accounting for 14%. And error generation error accounted for 13%in the whole result complement errors. In this paper, error generation errors are divided into three types: confusing adverbials and complements, misuse other complement, improper use of result complement. There are 19 wrong sequence errors sentences among 273 bias sentences of the corpora, accounting for 7%, wrong sequence errors can be divided into object fronting and word order error. In addition there are tense misuse and negative errors and other aspects errors.The author found that the generate bias reasons when Korean students use results complement are negative transfer of mother tongue, negative transfer of target language knowledge,avoidance strategy, the influence of learning environment and so on. Finally, this article puts forward several teaching strategies for Chinese teachers to Korea from four aspects:Focus on comparative analysis teaching, Focus on heuristic teaching, Focus on appropriate corrective teaching and Focus on optimizing the learning environment. Hoping that it can provide some help when Korean students contact specific context and use the result complement appropriately in real language communication. Meanwhile, also hoping that it helpful for Chinese teaching workers in Korea.