The Using And Teaching Strategies Of Chinese Idioms Among Intermediate And High Stage Korean Students

This research includes the using and teaching strategies of Chinese idioms for Korean students of intermediate and high stages. In this paper, I choose the idioms in The Syllabus of Grade Standards and the Graded Grammar for HSK, Listening and Speaking of Chinese for Overseas Learners, A Practical Textbook for Chinese Learners of intermediate stage——Bridge and Boya Chinese as research objects, and use the Dynamic Corpus of Composition for HSK (1.1edition,11569compositions,4.24million characters) as research resources.First, I search in the corpus for the idioms, and find out all the written materials containing the idioms. Then I analyze the materials one by one and tell the correct ones from the errors, and I conclude the accuracy rate and error rate of each idiom and those of all the idioms. Then, for the errots, we summarize the types of errors and the proportions of each type, and analyze the causes of errors in terms of similarities and differences of Chinese and Korean idioms. Finally I discuss the appropriate teaching strategies.The paper contains five chapters:The first chapter is the introduction to the research background, purpose of study, the research objects, the corpus for study and the major methods of research.The second chapter is the summary and review of idiom teaching research, contrastive study of Chinese and Korean idioms and analysis of errors for teaching Chinese as a foreign language. Furthermore, I comment on the disadvantages of these research and led to the questions discussed in this paper.The third chapter is the conclusion and classification of the corpus of idioms. First, the origin and contents of idoms are introduced. Besides. All the researched idioms are listed. Then I have classfied and concluded the idioms from the Syllabus and texts. Finally I have specifically classfied the errors according to the statistic results.The forth chapter is mainly the analysis of use of the idioms, including the contrastive study of Chinese and Korean idioms, the analysis for the causes of the errors, and a summary of the use of the idioms.In the fifth chapter ten pieces of suggestion are raised on the basis of the analysis of the use of the idioms and the causes of the errors. These suggestions can be used in the future teaching of Morphology, Semantics and the use of language.