A Study Of Attributive Marker Acquisition Of Korean Intermediate And Advanced Chinese Learners

As an attributive marker,the Chinese character "de" is taught from the very beginning of Chinese teaching as a second language.However,even the advanced Chinese learners could be confused when they use "de" which mainly because of the complicated usage of"de".Dealing with this problem in Chinese teaching,and finding out the error-prone places for the students are two tasks we should figure out.Some of the current studies on this field are below normal Chinese teaching practices and therefore fail to guide it.Based on the dynamic HSK corpus of Beijing Language and Culture University,this paper analyzes the acquisition of the "de" in the Chinese learners'attributive structures.According to the HSK grades,we divided Korean students into three levels.This thesis focuses on the following questions.(1)Collecting and collating the acquisition data of Korean intermediate and advanced Chinese learners' attributive marker "de".(2)Analyzing the errors of Korean students made in attributive marker "de",and providing the corresponding advice for teaching.(3)Comparing differentlevelsof Korean intermediate and advanced Chinese learners,andtry to make it clear that whether there exist stage differences.This paper contains five parts:the first chapter describes the research design.The second chapter summarizes the previous research results,as well as the theoretical foundation for the thesis.The third chapter is about corpus data collation.The fourth chapter analyzes the errors of the usingof attributive marker.The last chapter is a summary of this research.According to the study,it is suggested that attributive marker is the most-used function out of all the usages of the "de" and the usage rate of attributive marker by every levels students is nearly 85%.The error rate of "de" by Korean students decreases with the improvement of their Chinese level,similarly,the error rate of attributive marker also decreases with the improvement of learners' language proficiency.In this paper,attribute is divided into 11 categories due to Korean students'actual learning.Based on the statistics,the error frequency of attributive marker in single-attributive structures of Korean students from high to low is as follows:overuse of attributive marker>adjectives and adjectives phrases used as attribute>verbs and verbs phrases used as attribute>pronouns used as attribute>nouns and noun phrases used as attribute>quantitative and quantitative phrases used as attribute>appositive-attribute>subject-predicate phrase used as attribute,positional phrase used as attributes>fixed structure,clause,complex sentence used as attribute>prepositional phrase used as attributes.And we also divided multiple-attributive phrases into 2 categories,X and Y.The final analysis shows that the most common error of Korean students in multiple-attributive phrases is the omission of "de" that must appear in single-attributive phrases.Based on the study of this paper,five teaching suggestions are put forward.First,we should always attach great importance to the teaching of attributive marker,and pay attention to help students accumulate of the principles of "de".Second,introduce the function of attributive marker while teaching attributive marker.Third,when teaching attributive marker,we should concern the mistakes that students prone to make.Fourth,the content and difficulty of courses should meet the actual level of Chinese learners.Fifth,for some commonly-used attributive phrases,which are usually fixed structures,we could give students the structures,and help students establish the conception of lexical chunks.