Chinese Negative Adverbs And Analysis On Chinese Negative Adverbs Errors Made By Korean Students

Negative adverbs is a sort of important language expression for any language,different languages have different form of negative. In Chinese, the negative adverb isan important form of expression of Chinese negation. In teaching Chinese as a foreignlanguage, teaching Chinese negative adverbs has been a great difficulty and heavy inTCSL. For many reasons, many students are easy to use the wrong negative adverbsin Chinese, more because of the differences of the teaching object, making use of thewrong reasons can’t lump together. This requires us to “an antidote against thedisease”. The purpose and significance of this thesis is: first to retrieve the HSKdynamic composition corpus of Korean students use Chinese negative adverbserroneous sentences and classified the types of errors, on this basis, combining bodydistribution of supplementary questionnaire design and analysis of specific analysis ofeach error type and the causes of errors, and puts forward some teaching strategies, asfar as possible reaction to show full of Korean students use “No、Not and Don’t”error types. Hope the research is through this paper, the Korean students betterunderstand and master the adverb of negation in Chinese, to provide some referencefor Chinese teaching.This paper consists of six parts:The first chapter is introduction. This part mainly from four aspects: the problemand the reason and significance of the topic, data sources, research review, theexisting achievements in innovation. The literature review has four aspects: part ofspeech classification, Chinese negative aspects, usage and comparative study of theadverbs in teaching Chinese as a foreign language and the Korean s tudents in thestudy of Chinese negative adverbs.The second chapter is the analysis of the corpus. Mainly includes the analysis ofHSK dynamic composition corpus analysis and supplementary questionnaire. In HSKdynamic composition corpus analysis part mainly introduces the basic situation andthe learners to use “No、Not and Don’t” by showing the characteristics of. In the supplementary questionnaire analysis mainly questionnaire design, questionnairecontents, questionnaire survey and the questionnaire result analysis.The third chapter is the mix of Error analysis. This part mainly aims at the typemix error analysis, for the “no and not” the mix analysis from the syntax, semanticand pragmatic perspectives; For the “No and Don’t” and “Not and Don’t” analysis ofthe errors from the meaning of using time and angle.The fourth chapter is the body error analysis using.This part of the “No、Not andDon’t” omission、addition、 error generation、wrong order、 fixed structure withfive angles to discuss the types of errors.The fifth chapter is error causes and countermeasures. In the cause of errorsincluding ontology knowledge understanding does not reach the designated position,grasp the three aspects are not comprehensive, negative transfer of mother tongue, thetarget of Chinese rule generalization; countermeasures include three aspects: theteaching level, respectively. The “priority”, the mother tongue and the target languagecontrast thinking and “teaching” and “learning” of the subject.The sixth chapter is summarizes. This part summarizes the full text. The full textof the HSK dynamic composition corpus based design, supplementary questio nnaires,comprehensive and targeted analysis of Korean students use “No、Not and Don’t”error types, analyzes the reasons, and proposes the countermeasure, draw a conclusion.