Error Analysis Of The Usage Of Chinese Conditional And Concessive Conjunction Words By Korean Learners Of Intermediate And Advanced Level

Conjunction words are not only important components of complex sentences to link the clauses, improve the structure and better express the semantics, but also the emphases in complex sentence learning. Among which the conditional conjunction words and concession conjunction words are two kinds of conjunction words that Korean students have more errors.The research objects are Korean students with medium or high level of Chinese. First, different language materials are used to investigate on the usage frequency of conditional conjunction words and concession conjunction words among Korea students. Then, based on methods like error analysis, questionnaire and literature review, and theories like contrast analysis, Interlanguage and error analysis, detailed analyses of error types and their distributions reflected by questionnaires are conducted. Finally, causes of the errors when using conjunction words produced by Korean students are summed up.As can be seen from the questionnaires, the familiarity degrees and the usage frequencies of conjunction words among Korean students are completely consistent with each other:"would rather(宁可……也)"<"although/though(尽管……但 是)"<"even if/even though(即使……也)"<"only when(只有……才)"< "as long as(只要……就)"<"regardless of /in spite of(无论/不管……都)”.And the usage frequency statistics of Korean students obtained from HSK corpus are: "would rather(宁可……也)"<"although/though(尽管……但是)”<"even if/even though(即使……也)”< "as long as(只要……就)”< "only when(只有……才)”<"regardless of /in spite of(无论／不管……都)".Results from two different language materials are generally consistent.It can be inferred from questionnaires, degrees of familiarity with the conjunction words and the usage frequencies have no direct relations with the abilities to choose right conjunction words for the complex sentences and to use them correctl y. The average error rate of multiple choices is 35.92%,and the average error rate of Korean-to-Chinese translation is much higher than that of multiple choice,with an average rate of 78.8%.The correct rates of conjunction words in different types of questions show differences.The correct rates of conjunction words reflected by multiple choices can be sorted from the lowest to the highest:"would rather(宁可……也)”<"even if/even though(即使……也)"< "as long as；(只要……就)”< "although/though(尽管……但是)"< "only when(只有……才)"< "regardless of/in spite of(无论/不管……都)".And that of Korean-to-Chinese translation is:"even if/even though(即使……也)"< "regardless of /in spite of(无论/不管……都)"<"although/though(尽管……但是)"<"would rather(宁可……也)"="only when(只有……才)"<"as long as(只要……就)”.Even the complex sentences using the same conjunction word in a certain type of questions,the correct rates will be largely influenced by contexts.Through the analysis of Korean-to-Chinese translation,the usual error types of Korean students when using conditional conjunction words and concession conjunction words are sequence errors,omission errors and substitution errors.The occurrence frequency of sequence errors is much lower than the others,mainly the invertion of subjects and conjunction words in after clauses, the invertion of conditions and conclusions occurs occasionally. Omission errors caused by missing of conjunction words in after clauses and substitution errors caused by using the wrong conjunction words occur frequently, and the error rates change along with logic semantics and context.Causes of the errors produced by Korean students in the use of conditional conjunction words and concession conjunction words can be summarized as the following four aspects:first, the negative transfer of the mother tongue; second, the negative transfer of the target language; third, the influence of learning strategies and the communication strategies; fourth, dificiencies of textbook context and teaching methods. However, the inherent reason for all kinds of errors is that the grasp of conjunction words is not that secure.According to above analysis, personal suggestions from four aspects of theoretical research, textbook compilation, classroom teaching and after-class consolidation are put forward.