Error Analysis On Intermediate And Advanced Korean Students Who Learned Chinese Conditional Sentences

In the course of teaching Chinese to Korean students, I found that when Korean students learn condition sentences, there are many errors. Conditions sentences in Chinese sentence structure plays a pivotal role, which belongs to the difficult part of teaching Chinese to foreigners of other language, in both written and spoken Chinese, this is the most common type which is the high-frequency in the use of language, sometimes Korean students in particular make such errors regularly, sometimes the errors are not regular, which sparked my interest in this research. Through literature search, I found that the research for the analysis of condition sentences is little, and in-depth research and analysis is extremely rare for Korean students.In 2013,I served in Korea as a Chinese volunteer teacher for one year, relatively speaking, I have some experience, and the research data is rich. Therefore, based on the results of previous studies, I took the corpus collected questionnaires combined with questionnaire, and by comparing the Korean conditional clause with Chinese conditional clause, I attempted to find the problem when Korean students study Chinese conditional sentence, and summarize the reasons for errors generated with the hope that this helps Korean students learning Chinese.Through the investigation of Korean Students’ Acquisition of the condition sentences, and attempt to summarize the process of foreign students learning the conditions sentences, understanding the situation of the acquisition of condition sentences. In this paper, Korean students is the object of the survey, we mostly used the comparative analysis, error analysis and Interlingua theory. Attempt to utilize the qualitative and quantitative analysis to research the natural language and corpus, analysis each situation of Korean students learning conditional sentences, what’s more, grading condition sentences according to each forms the difficulty. Meanwhile, from the perspective of second language acquisition theory, Korean students finishing conditions bias the distribution of conditional sentences, resulting bias reasons, and provide some reference to the teaching of condition sentence to Korean students.Due to the Chinese and Korean conditions complex sentences in grammatical form, grammatical meaning and pragmatic functions, We find that there are many similar, while there are differences, the same in different features of Korean students in the acquisition of Chinese conditions complex sentence, because of the mother tongue’s influence, there has been positive or negative migration, unlike other foreign students. In these errors, the most frequently occurring grammatical errors, errors in grammar, the omission bias rate is the highest, followed by error-generation, misuse and wrong sequence plus. With the improvement of the level of Chinese language learners, the occurrence of complex sentences bias conditions show a downward trend in the overall rate. Moderate level of Korean students, attention is focused on the content of the sentence involved, rather than the language in the form of expression, relatively low awareness of the sentence itself in the form of easier acquisition as long as sentence, "only" sentence, "Whether A simpler form complex sentences are not A "sentence, etc., in the specific teaching, taking sequential approach, can be arranged relatively simple form of teaching complex sentences, and then arrange complex form complex sentences. In addition, active and unconditional conditional sentence, but also easy to learn compared to some of the negative conditional on. In order teaching the same time, the principle should be combined with spiral ing timely summarized, analyzed. For these errors, these papers is mainly used from the syntax, semantics and pragmatics of the three planes, the influence of the mother tongue of Korean students learn Chinese conditional clause, and I hope that this paper can provide some help for Korea students to learn Chinese Clause.According to a certain order of teaching, in the Chinese complex sentences teaching, from easy to difficult, for those ’fossilized’ difficulties, teachers can be targeted to teaching, so that students understand more clearly the deep Chinese complex sentence level conditions, avoidance strategies for students, teachers can not leave alone, to strengthen the frequency output, using a focused repetitive teaching, guiding students to learn. In addition, students themselves constantly timely summarized, combining Chinese and Korean conditions for complex sentences characteristics, seize Chinese conditions of complex sentences related word meaning and Chinese characters correctly written, the use of exercises to practice and cultivate the sense of language, continuous practice, on his own errors were analyzed and summarized, improve the ability to use complex sentences in Chinese conditions.