Korean Students' Acquisition Of Chinese Complement Bias Analysis,

Complement of modern Chinese language is one of the most characteristic elements of grammar, and complement the external Chinese language teaching is a priority and difficult. Chinese language complement system significance rich forms volatile, complicated rules, Korean students to master more difficult, In Korean, there is no complement components, the relative significance of the clause and the verb should be content, Korea students to complement the more familiar forms and significance. Affected by the relocation of the mother tongue negative impact on the course of Chinese language learned strategy often used to avoid or use clause or verb complement expressed the significance of the chaos caused by the use, Korean students to master the Chinese language complement situation is not optimistic, but students learned to Korea by being mistaken analysis of the current situation has not. In light of the foregoing, the present through practical survey, summed up in the early, middle level Korean students learned in extent, the situation itself, trends, volume, may, preposition, the results of seven categories complement of the universality of being mistaken, for Chinese language studies identity rich results from the semantics, syntax and the language used in terms of being mistaken for a thorough analysis, some learned learners to reveal patterns, comprehensive display of Chinese language learned in the process complement the basis of in-depth excavation being mistakenly causes, and made specific recommendations complement teaching.