An Analysis Of Korean Students’ Systematic Errors In Using Existential Sentence Patterns In Chinese Language

The using frequency of existential sentence is relatively high in Chinese. But since there exist many differences between existential sentences of Chinese and Korean in the structure form, the semantic and pragmatic aspects, the Korean students produce a large number of errors in the learning process of Chinese existential sentences. The scholars in China and Korea have made comprehensive research concerning the structure of existential sentence, but the research of the types of errors of existential sentence is not enough. Therefore, this paper will focus on Korean students whose mother language is Korean, in order to establish to which extent they mastered Chinese existential sentence pattern.This paper mainly studies the sentence of "to have"(place/time+have+existing subject), "to be" (place/time+be+existing subject), and "to exist" (existing subject+in/on/at+place/ time), as well as "V.+zhe" (place/time+V.zhe+existing subject).After analyzing the statistical data collected from questionnaires, it can be seen that Korean students make many kinds of errors during the acquisition process of Chinese existential sentence. This paper is divided into the following parts:The first chapter introduces the reasons behind choosing the topic and its significance, the review of previous research, research purpose and methods, as well as it demonstrates why the paper is innovative.The purpose of the second chapter is to find out the similarities and differences between Chinese and Korean language through the comparison of the two, in order to predict the types of errors of the Korean students.In the third chapter, using the data collected from questionnaires, an analysis of Korean students’main error types is conducted. The subjects of the investigation were 72 students of three levels:primary, intermediate and advanced in Nanjing University and Jiangling university. It can be concluded from the questionnaires that putting words in the wrong order is the least often committed error (about 31% of the students), while the most often committed-mistakenly adding an unnecessary word (about 54%). In term of mistakenly adding unnecessary words, the three main error types are as following:the first is inserting a preposition (in/on...) in front of the locality category; the second is connected to the usage of the word "to exist" and the use of dynamic auxiliary; the third is connected to usage of adverbs indicating that the activity is currently in progress-whether or not such adverbs can be put before the "Vzhe" verb in the predicate. Not only that, in the aspect of the wrong usage, Korean students often mix "to have" with "to be". In addition, in the aspect of wrong order, the main problem is:1) putting the predicate at the end of the sentence and 2) Changing the position of the locality words and the existing subject.While analyzing the types of errors, the causes of errors in the Korean students’acquisition of Chinese existential sentence, were also analyzed. The influence of mother tongue and the target language was also analyzed. The interference from the mother tongue is due to the differences between the basic characteristics of Chinese and Korean language (for example, word order, word usage and semantics). There are two ways in which the target language influences the learning process:the first is that the learner’s level of the target language is rather low, the understanding of the target language is not deep, so the learner cannot use it proficiently; the second is the rule generalization of the target language, that is expanding the scope of application of the rules improperly, using the false structure in the places where it should not be used, or where other structures should be used.The fourth chapter introduces the teaching method of the existential sentence.The paper puts forward some teaching suggestions for the Korean students’acquisition of existential sentence.In the conclusion part the content of the paper is collated and summarized. The conclusion drawn from the study include:1) By analyzing the four types of errors in Chinese existential sentence, it can be seen that the Korean students’ accuracy rate is:"to exist"(70%)>"to have" (61%)>"V.zhe" (53%)>"to be" (49%).2) Based on the type of errors, during the process of acquiring the Chinese existential sentence, the Korean learners’error rate is as following: mistakenly adding unnecessary words (54% of the students)> misuse (40%)> wrong order (31%).3) It can also be seen that when describing a picture, the Korean students most willingly use"to have" (89%)>"to exist" (78%)>"V.zhe" (71%)>"to be"(37%).Compared with other academic papers, this thesis has many shortcomings, but the author wishes that this paper will contribute to the study of Korean students’ error types.