South Korea’s Chinese Learners Of Using Chinese Idiomatic Phrases Pragmatic Failure Analysis And Teaching Strategies

There are so many idiomatic phrases in the Chinese language. Those expressionshows Chinese’ national character and cultural. When the Chinese learners of Koreareach medium to high level, they will must contact with the Chinese idiomatic phrases.By learning it can help them not only raise their own ability, but also know more aboutChinese people’s thinking pattern,acting habits and theory of life and value. Therefore,study with idioms teaching turns into an important research project.This article consulted recent years’ related research data, according to someexperience of practicing teaching Chinese idiomatic phrases in Korea, and then analysisthe mistakes of the Korean medium to high level’s Chinese learners. Afterwards, findreasons why they made mistakes an then explain them and try to give these problemsteaching suggestions and strategies.The article contains4parts. The first part is the introduction, it introduced thearticle’s current situation, contents, the target,methods of researching. Based on theKorean medium to high level’s Chinese learner’s conditions, introduced recent years’research of idiomatic phrases between China and Korea briefly.The mistakes of using idiomatic phrases between Chinese and Korean and thecompare of types of them. First explained the concept of the pragmatics mistakes, andthen express the understanding of the idiomatic phrases mistakes. The reason to cause thephenomenon of the Chinese idiomatic phrases mistakes is the native language’s negativetransfer,native culture’s negative transfer and the faults of teaching.Taking Chinese andKorean idiomatic phrases to compare, according to the difference of the “forms” and the“meanings”, there have three kind of styles,which are the “Form and meaning are thesame”,“The same form different meaning”and“The same meaning different form”.Taking parts into the analysis research of the Chinese idiomatic phrases’ usage,research the medium to high level’s Chinese learners of practicing places before theanalysis, and then analysis their used idioms with four basic classes. And thensummarized the result, calculated the rate of correct and error, and collect some typicalwrong sentences to analysis. the analysis process the error forms by the research,included take the words too literally, misunderstood the idiom itself, the misunderstand of emotional coloring and being out of accord with the times.The fourth chapter, based on the above discussion educators to professor Koreanlearners teaching Suggestions are put forward.Use according to self practice, summarizesfive kinds of teaching methods, respectively is: The lateral comparison method, Thelongitudinal simple to difficult method, The superposition of words, Set the context andThe cultural infiltration method.Epilogue sums up the main content of this article, repeating that this article is usefor Chinese teaching research, and put forward in the deficiencies and limitations of thepaper.