Korean Students At Intermediate Level Chinese Textual Reference To Error Analysis

In the actual process of teaching Chinese as foreign language, we will find that, students completed the Chinese primary stage of leaning, into the intermediate stage of leaning, chapter level issues more prominent. In collected intermediate Korea students Chinese writing in the corpus, we find that, students write the article without a large grammar. It makes people feel uncomfortable, not fluent, make people feel strange. In view of this, we believe that the learners enter intermediate phase, begin to enter text learning. But the learners are strange of text learning. These are too many problems in discourse coherence. In these problems, if students can grasp the reference type words much better, it will have more positive impact on textual study. That is to say, if we can find learners discourse obstacle, and find out the reason, find a solution, it can make the students learn Chinese enthusiasm to another steps, on Chinese knowledge be strengthened. Therefore, this thesis refer to the main research contents, it analyzes to the Intermediate Korean students about Chinese discourse analysis problem, I hope to do some contribution to the Chinese teaching. The text consists of four parts.The first chapter is introduction. First described the selected topic significance and the value; secondly, analyze the present status, from a textual study and error analysis of two aspects; thirdly introduced the research object, method and the corpus sources; Finally define the "the intermediate level" and "discourse" two concepts. The second chapter, Intermediate Korean students studying reference type use case analysis. Through the Intermediate Korean students corpus analysis, we count five context of the students’Chinese language about the words correct using case wrong cases.The third chapter, Korea students at intermediate level censuring by mistake and cause analyzing the Intermediate Korean students composition corpus, using error theory, summarize four kinds of error; referential pronouns are not clear, lack of time zero form use, improper use of referring expressions, the referential pronoun "this""that". The error summary identify bias attribution, there are three aspects:negative transfer of native language, target language, teaching strategy.The fourth chapter conclusion. The First is from the conclusion of this text, followed by the enlightenment to teaching and the existing question.