Analysis On Chinese Spatial Preposition Errors Of South Korea Students In Chinese Acquisition

Spatial perception is one of the most important abilities for human. AlthoughChinese and Korean belong to different language family, both of them need toexpress spatial perception in their own language. For example, Chinese expressspatial perception in spatial preposition, and Korean express it by auxiliary word.However, the different syntactic function between spatial preposition and auxiliaryword lead the Korean students to the predicament in learning Chinese, which resultin errors. These errors are classified and analyzed in this paper, on the basis ofInter-language Theory, Contrastive Analysis and Error Analysis.This paper proceeds as follows:Section1reviews relevant research related to spatial preposition and ErrorAnalysis. a brief summary of the research purpose, research methods and the sourceof language date also presented in this section.In section2, basic theory of Spatial Preposition is summarized. And the conceptand category about Spatial Prepositions are defined on the basis of previous researchachievements. We find the difference between each Spatial Preposition andemphasized the items which should be pay more attention when it is used.Section3focus on the language date analyze and the suggestion for SpatialPrepositions teaching. We gain the language date about Spatial Preposition from thelanguage corpus, and the errors and mistakes are distinguished on the basis of erroranalysis theory. Then the language date is described as a form, it is serve as the basicof teaching suggestion for spatial preposition teaching.Section4focus on describe the error type and demonstrate the reason of the errors.We present and classify the error which produced by Korean students in the standardof Incorrectly Added, Misuse, Missing word and Mis-ordering. then describe thereason in the aspect of Negative Transference of Mother Tongue, Overgeneralizationof the Target Language, Strategies of Communication and Teaching Misleading. Section5concludes the teaching method for spatial preposition. Includesteaching spatial preposition according the characteristic of the students, suggestionfor textbooks complied, strengthen exercises, adopt the situational teaching methodand phased-level teaching.Section6summarizes the results of this paper and describes the future researchconsideration.