| Chinese number preposition though not much, but in the role and use of the complexity can not be underestimated, Chinese preposition for Korean students to learn, it is very difficult. The main reason is the Chinese and Korean belong to two different grammar system, Chinese belong to the Sino-Tibetan language family, is an isolated language; Korean Altaic is Agglutinative language, the larger structural differences between the two grammar, no Korean and Chinese preposition fully corresponding parts of speech, so they learn it is particularly difficult. In addition, as a research and teaching by Chinese body of intricate Chinese preposition meaning and grammatical function was not enough depth and meticulous research, teaching them to use the method is very scientific, which also makes Korean students in the use of Chinese expression generated preposition a lot of bias.In this paper, error analysis theory, a comprehensive research results on the Korean students learning Chinese preposition "for", "to" process and the "on" the phenomenon of bias statistics, classification, and then analyzed to produce bias causes and propose appropriate teaching strategies. This paper consists of three parts:The first part is an introduction. The introduction discusses the research purpose, the research value of this paper provides an overview of the status quo and the study of Chinese preposition. In close contact with China and South Korea today, Korean Chinese learning has become the norm, so this has a strong feasibility and practicality.The second part is based on the relevant foreign language teaching theory, Korean students studying this three prepositions produce bias analysis.The third part is based on an erroneous analysis of the above conclusions biased targeted for Korean students learning Chinese preposition "for", "to", "About" propose appropriate teaching strategies and suggestions.Finally, the conclusion, summarized some of the basic conclusions of this article as well as shortcomings. |
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