Korean High School Students Of Chinese A Number Of Adverbial Acquisition Of Word Order Errors Analysis

Word order is one of the most important grammatical devices in modern Chinese, and it is, at the same time, one of the toughest points in the teaching of Chinese as second language. Compared with Korean, Chinese is limited in morphological changes, and, accordingly, many of its grammatical meanings are expressed through word order and function words. On the other hand, Korean is an agglutinative language and its word order is comparatively free from restrictions and different from those of Chinese. As a result, in Korean students' translation practice from Korean into Chinese, a lot of errors appear in word orders. The current research adopts the theories of interlanguage and the methodologies of error analysis to investigate one of the widely-acknowledged errors existing among Korean students, the orderings of multiple adverbials. Based on a large collection of students' writing practice and questionnaires, the research designs two kinds of practices, one is translating Korean into Chinese, and the other is combining words into sentences. The research conducts a qualitative and quantitative analysis and classification on the errors made by Korean high school students in their acquisition of Chinese multiple adverbials. The underlying reasons, as well as the methods and strategies to be taken to these errors, are also discussed in detail.Chapter 1 introduces the objectives and implications of the current research, the subjects and materials of investigation as well as the methodologies adopted, and the present situation of the related research. Chapter 2 mainly deals with, through the exercise of translating Korean into Chinese, the orders of the following adverbials, such as adverbials of time, adverbials of mood, adverbials describing actors, adverbials of purpose (accordance, relation), adverbials of location (direction), adverbials of object, adverbials describing actions, when appearing with other adverbials. The locations of sentences with "BA" and "DE" are touched upon. In Chapter 3, the orders of two adverbials or multiple adverbials which appear simultaneously are investigated through the exercise of combining words into sentences. Chapter 4 analyzes the underlying reasons of errors in the orderings of multiple adverbials, and their countermeasures. Chapter 5 concludes the research.The paper proposes that the ordering errors in multiple adverbials made by Korean high school students mainly represent in the following ways: ill-ordering, overrepresentation, omission, addition, transference, avoidance, segmentation, over-extension, and "fossilization", etc. Some effective solutions are needed targeting each of these errors. First of all, it is necessary to know the different characteristics of two languages, and organize various kinds of exercises with specific purposes; second, take some of the learner's personal factors into consideration. The Chinese-teaching in Korean schools must locate its teaching of Chinese grammar accurately by laying stress on the teaching of word order and function words. In addition, second language acquisition is conducted on the basis of "Built-in Syllabus", which often brings the occurrence of positive and negative transfers. Therefore, a concern to these transfers in the compilation of students' workbooks is suggested.