Error Analysis Of Korean Students’ Chinese Elementary Vocabulary Acquisition And Teaching Suggestions

This paper takes advantage of corpus as material of study which are collected from theactual teaching for one year that Korean students have learned Chinese from zero based, thentake the theory of Interlanguage and error analysis, analysis the Korean Students’ Acquisitionon elementary Chinese vocabulary who studies at Confucius institutions of Teasong highschool in South Korea——Chinese Education Institute, make an analysis of language errors,investigate the distribution of errors; analysis error reasons, and propose some suggestions forKorean Students’ Acquisition on elementary Chinese vocabulary based on error reasons.This paper has five parts, The first part is introduction,at this part we clear the reason、purpose of this paper, and illustrate the content and method of the research. The second part isthe summary of relevant research, comprehensive analysis of the achievements andshortcomings of the previous studies.The third part, we make an analysis of language errors,investigate the distribution of errors. The fourth part, we investigate the error reasons, sum upfour reasons:firstly,interlingual transfer,concluding the negative transfer of native languageknowledge and the effect of the first foreign language(English);secondly, intralingualtransfer;thirdly, the influence of learners avoidance strategy;fourth,the shortage of teachers’education; The fifth part, propose some suggestions for teaching.