An Error Analysis On Korean Students’ Initial Stage Of Chinese Acquisition And A Study On The Teaching Strategies

It is one of the unique characteristics for Chinese language that thecharacters has been regarded as the record symbols of such language, andespecially it has been traditionally acknowledged that the Chinesecharacter, a vital component of Chinese vocabulary, is the basis forvocabulary learning. Therefore, a great attention should be paid toChinese character which is the most decisive factor for Chinese languagelearning. Moreover, Chinese Teaching comes into being, accompanyingwith TCFL, has existed for a long time, while the number of its relateddocumentary records is few. For one hand, the attentions paid to theTCFL by the teachers are not well enough, the other hand, the theory of“vocabulary-oriented” occupies the dominant position for ages, as a result,people hold a wrong view that we should fall the Chinese teaching intothe category of vocabulary teaching. After the1990s, the Chineseteaching started to be taken serious gradually, meanwhile the study of theChinese teaching has increased little by little.With the further development of communication between China withKorea, in the field of Chinese learning, the Korean students are graduallybecoming a group who are not to be ignored, Korea, as a nation whichbelongs to the cultural circle of Chinese words, has its own advantages oflearning Chinese, while in another aspect, has some negative influenceson the Chinese language acquisition for its students, too. In addition, thestudents easily have a difficulty in learning right correct Chinesevocabulary for their lack of basic knowledge due to the surface teachingand learning method in the Chinese department at the University of SouthKorea.Chapter1summarizes the achievements of predecessors’ study on the Chinese words biased errors and teaching, mainly analyzing theproblems existed in the previous studies; Chapter2mainly analyses theemergences of biased errors and the reasons why this phenomenon willoccur in the group of the Korean students with the methods offormulating questionnaire and issuing examinations. And this chaptermainly analyzes the samples, and divides the reasons for characterwriting errors of the primary Chinese learners into form-similar errors,sound-similar errors and some unknown ones. And the author attributes itto the beginners’ unfamiliar with Chinese characters strokes and theirown writing habits, among which the form-similar errors account more.Chapter3mainly establishes reasonable and effective teaching strategiesand approaches on the basis of the Chapter2, in the hope that it will havepositive influences on the Korean students who are learning Chinese.South Korea is located in the Chinese character culture circle, therefore,the South Korea’s Chinese language learners are more familiar withChinese characters and they won’t produce the so-called emotionalanxiety. Asked about the learning of Chinese characters, both thezero-basis students and Chinese major students convey difficulties andinconfidence in learning Chinese language. Interest is the best teacher,hence the first vital step is to stimulate students’ interest and to enhanceconfidence in learning. And it is important to carry on a reasonable classarrangement through effective teaching method on the basis ofconfidence.Over the background of the Confucius Institute and variednon-professional&non-degree Chinese educations spring up rapidly, theauthor considers that the study on this aspect will has further and positivemeaning for the international promotion of Chinese.