Analysis On Studying And Acquisition Of Preposition "Cong" In Teaching Chinese To Korean

“Cong” is a preposition which be frequently used in spoken and written Chinese. Chinese and Korean belong to different languages,so the structure of them has many diffetences.There is no “preposition” in Korean,when we translate Chinese into Korean,“cong”usually be translated into a auxiliary word or be added to other words.On the other side, the gramatical meanings of the preposition “cong” are very abundant. So it is a big possibility for Korean students to make mistakes when learning it.From the angle of ontology research, this paper analysed the semantic and syntactic function of the preporation “cong”. Semantically, the preporation “cong”could mean one starting point,origin,path,palce,the point or foundation of a talk.From the perspective of syntactic function,the structure of “cong”is mainly act as adverbials, a part of them could be regarded as subjects and attributive,but that is much less common. At the same time,if we compare “cong”with other similar preporations like “zai”“you”“gen”“zi”,we can discover the large differences between them,though they have many junctions. Secondly, this paper comparatively analysed these Korean expressions which corresponded to the preporation“cong”. When “cong”means one starting point and the origion,it corresponds to “(?)”?“(?)”?“(?)”?“(?)”?“(?)” in Korean.When “cong”means the path walk through, it corresponds to “(?)” .When “cong”means the point or foundation of a sentence,it corresponds to “(?)”?“(?)”?“(?)”.By comparing these expressions,we discover that it is not one-to-one correspondence between “cong”and Korean praticle. To analyse the reason of the errors when Korean students learn Chinese preporations,this paper is based on HSK as the corpus source.We can divide the errors into four categories: omission, addition, overgeneralization and misordering.These errors are caused by negative transfer of mother tongue, overgeneralization of the target language, the influence of English translation and layout of the textbook. In the end, from the petspective of teaching material,teachers and students,some teaching suggestions are put forward.For example,textbook writing should be more country characteristics.Teachers should pay attention to grammar points teaching,class exercises and contract the differences of expressions between the two languages.Beyond that, students should cultivate good learning motivations,compare native language rules with aim language rules consciously and review timely after class.