Analysis On Korean Students’ Understandings Of Bi－syllabic V+N Collocation

The study is intended for investigating major42bi-syllabic verbs acquired by Koreanstudents on the basis of the large-scale statistics and questionnaire surveys of corpuses aboutprepositions and native language. By comparison of applications of Korean learners and oftheir native language as well as analysis on impact of acquisition on Korean homographs andsimilar Chinese characters, we sum up the acquisition difficulties for42Korean bi-syllabicverbs, classify them into four levels in difficulty, and set forth a teaching method withhierarchy and pertinence.Chapter1is the introduction, which introduces the selected topic reasons, meaning andresearch methods for this study. It summarizes the relevant existing research results andlimitations in lexical collocation in academic circles in recent years, and sets forth thepurpose of the study. The research method in this paper is the one to investigate and analyzeactual corpuses of the advanced Koran learners in combination of questionnaire surveys.In Chapter2,22bi-syllabic verbs are studied by item by the corpus data of Koreanlearners, and the correct understandings and types of common errors of lexical collocation aresummed up for the advanced Korean learners. On that basis, it is intended to find outcommon points and points of differences between the collocations made by learners and theactual collocation performed by Chinese speakers by comparison.Chapter3presents studies on the words which have the same form but differentmeanings and applications from the Chinese characters by questionnaire survey, as well asthe ones (14) which are not judged correctly with too few corpus output from HSK corpus.The questionnaire goes by the form of collocation completion for Korean students, a nd theresults are compared with the common collocations of the Chinese native speakers. The studyin this part is a complement of the corpus research.Chapter4makes the conclusion of this paper. According to Korean students uses and correctness in42bi-syllabic verbs and by referring to difference in use of the native speakers,we sequence42verbs in difficulty in the paper, and classify42verbs into four types, i.e.verbs acquired in great difficulty, greater difficulty, less difficulty and little difficulty. Inaddition, we investigate the impact of difference between Chinese bi-syllabic verbs andChinese characters in Korean on the acquisition, so as to structure the sequence of learningthe Chinese character collocation and special teaching methods for Korean students.Chapter5, based on the specific case analyses in Chapter2and3as well as general lawsin Chapter4, proposes the teaching policies about four learning stages of42bi-syllabic verbcollocation based on difficulty and difference of the acquisitions, and specifies commoncollocations for these bi-syllabic verbs. Finally, it puts forth the limitations and contents offurther study for this research.