Error Analysis Of The Interrogative Pronoun Not Doubt Usage By South Korean Students

The purpose of learning a language is to communicate, in order to learn Englishwe have back a lot of words, but when really facing a native English speakers, mostpeople still "not open", don’t know how to use knowledge of vocabulary. By the sametoken, when non-native Chinese learning Chinese, the most important thing is to learnhow to use them at the same time in learning vocabulary. All kinds of questions usageof interrogative pronoun is the best example of this, when they are used in differentcontexts, different environment will have different meanings, it is not easy tounderstand for most foreign learners. To this syntax, although the ontology researchachievement is quite rich, but in combination with the specific errors and for theanalysis of the country is not much. Therefore, this article from the perspective ofteaching Chinese as a foreign language, according to south Korean students "questionpronoun not doubt usage" errors are studied.This article is divided into five parts.The introduction part is introduced in this paper, we study the significance of thistopic, namely the hope through the analysis to reduce South Korea students about"interrogative pronoun not doubt usage" errors happen, and find three theoreticalbasis for the analysis.The first chapter mainly introduces "interrogative pronoun not doubt usage", onthe question of usage, development, classification and research was summarized andcarding, make the article context coherent, bias for the next chapter specific analysis.The second chapter of the Chinese native speakers and south Korean studentsuse interrogative pronoun, comparing the two USES of that both are undoubtedlyusage frequency is higher, the use of support in this paper, the research is meaningful.By collecting corpus of south Korean students "question pronoun not doubt usage" ofthe relevant data and examples, it is concluded that the most likely to occur, error,false and missing errors. To find its reason, this paper argues that there are mainly two aspects: first, south Korean students appear error, false generation of errors is mainlydue to the generalization caused by negative transfer of mother tongue and targetlanguage, learners in the case of incomplete grasp of the target language, with someof your native language usage, to paraphrase into the target language use or use asummary on the existing knowledge of the target language, an error using the targetlanguage; Second, omission bias mainly Korean students cultural background, mostof the students subjective avoiding when fuzzy problems, namely, in order not toerrors occur, and the more difficult question pronoun "tell". In addition, the outline ofChinese as a foreign language teaching materials, some shortages and classroomenvironment has some influence on the south Korean students learning.The third chapter in Korea the errors made by foreign students in the learningprocess are proposed. For because of the negative transfer of mother tongue andtarget language generalization errors, we should be in the classroom in detail eachquestion pronoun and its related similar words and emphasis on comparison andanalysis; Faced with subjective avoiding: most learners have not problems, we mustfirst understand the students’ learning background, thus cultivating students interest,secondly to create in the classroom context, increase learners correct practiceopportunities. Finally, for teaching Chinese and outline some problems still exist, totry to be reasonable and uniform standard in certain ranges.Conclusion to the full text is summarized, and pointed out the innovation pointsand deficiencies in the study of this article.