South Korean Students Chinese Svo Collocation Acquisition Situation Analysis And Teaching Countermeasures

China and Korea both belong to the Sinosphere and therefore Korean students learning theChinese language for the first time easily learn its vocabulary. But as their levels of proficiencybecome higher, they make mistakes in collocations, because of the differences in the twolanguages.Often, mistakes are seen especially in object-predicate collocations. In a study, mistakescommonly made by Korean students learning Chinese were classified into different categories.Among 80 collocations, there were 17 subject-predicate collocations (31%), 27 object-predicatecollocations (49.7%), and 10 polarization phrase collocations (19%). From this study, it can beseen that students do not completely learn the“verb”in a collocation when they studycollocations.Many Korean students do not know object-predicate collocations at all, or avoid them onpurpose. Object-predicate collocations are the most complex among the five sentence structures.Many grammatical errors in Chinese are associated with object-predicate collocations.Therefore, object-predicate collocations are very important in the Chinese grammar.The basic structure of this thesis is as follows:Chapter 1 Introduction. In the introduction, the significance, preliminary studies, andmethodology of this study are described. In Chapter 2, the definitions, classifications, andcharacteristics of object-predicate collocations in Chinese and Korean are listed andcompared/contrasted with regards to four types (one-to-one, one-to-many, many-to-one,non-matching). Object-predicate collocations commonly mistaken by Korean students arecollected, organized, and analyzed. In Chapter 3, surveys were conducted based on the analysisin Chapter 2. Chapter 3 describes the subject, methodology, questions, results and analysis ofthe survey.In Chapter 4, through error analysis, types of object-predicate collocations and the cause of errors are analyzed.In Chapter 5, overall teaching principles are described and teaching methods onobject-predicate collocations for Korean students are suggested based on the analysis inChapters 3 and 4.Chapter 6 Conclusion. The overall understanding of object-predicate collocations forKorean students with middle and high levels of Chinese proficiency is concluded and furthersuggestions are made to improve and complement this research.This study analyzes the cause of object-predicate collocation errors made by Korean studentsthrough error analysis by finding an object-predicate collocation acquisition pattern shown inKorean students with middle or high levels of Chinese proficiency. Moreover, it helps thosestudents learn the correct object-predicate collocations and use them proficiently. It alsosuggests methods to reduce errors in object-predicate collocation usage and methods to teachobject-predicate collocations, specifically to Korean students.