Errors Analysis And Teaching Strategies Of Chinese Serial Predicate Constructions On South Korean Students

Chinese serial predicate constructions is seen as a kind of special sentence pattern in modern Chinese, which is usually used in daily oral communication. Chinese serial predicate constructions is complicated in pattern and rich in meaning, and it is not only the focal point in modern Chinese research, but also the difficult point in TCFL. With the help of HSK dynamic corpus resource and the research of Chinese serial predicate constructions corpuses that South Korean students use, the paper lists the errors that they learn Chinese serial predicate constructions, accompanied by questionnaires. In order to find out the futures and reasons behind them, the paper then analysis the errors. At last, the paper intends to come up with some corresponding teaching methods.The paper consists of six chapters:Chapter one, introduction, states the reason and meaning of choosing the topic; besides, it introduces the current situation between ontology research and TCFL, and it illustrates the research targets, corpus researches, research theories and methods. Chapter two refers to the successive predicate sentence’s research of South Korean students. It clarifies successive predicate sentence according to marked words. Based on the clarifications, it extracts and analysis the corpus of “HSK dynamic corpus resource” of Beijing Language and Culture University. It sums up four kinds of situations that students simply appear by mistake subsequently: omitting, adding by mistake, taking the place of by mistake, and wrong order. Later, it calculates different kinds of error rate. Questionnaires on successive predicate sentence using are done to make up for efficiency in corpus. Omission is divided into the omission of the previous verb, the latter verb, the objectives after verb and other parts related to successive predicate pattern; adding by mistake is divided into the adding of the verbs and other parts of successive predicate pattern; taking the place of by mistake occurs between verbs and successive predicate’s parts; wrong order includes disorders of successive predicate, verbs and predicates, and other parts of successive predicate. Meanwhile, it lists various examples of error types, aiming to explain the causing factors. Chapter four explains the error reasons of Korean students from three aspects, which are the learners, book compilation and the teaching. Among all the factors of students, four aspects are analyzed in detail, wrong order because of Chinese negative transfer, mistaken adding causing from over-generalization of target language, omission and wrong place resulting from language efficiency and the learner’s avoidance strategies. Book compilation is analyzed from the compilation of successive predicate sentence types, the explanation of language points, the setting of examples and exercises. Chapter five focuses on the teaching suggestion of successive predicate sentence. Teachers are supposed to make a sharp comparison between China and South Korea, and the teaching is carried out on the basis of difficulties. Moreover, teachers are about to predict the learner’s errors and help them with the avoidance strategies. As to the materials, the chapter lists detailed teaching suggestions form the above aspects, which are the compilation of successive predicate sentence, the teaching of focal points and the setting of examples and exercises. Chapter six, conclusion, summarizes the main contents and conclusions of the paper.