Error Analysis Of South Korean Students' Using Chinese Preposition "?" (Cong) And Teaching Strategies

Although Chinese prepositions,falling under the category of function words,have no concrete lexical meaning,they do play an essential grammatical role in sentences.The prepositions are mainly placed before nouns,pronouns or nominal phrases to form prepositional phrases,which are in turn used to modify verbs or adjectives.Korean auxiliary words are bound morphemes,which,when attached to a nominal,indicates the nominal's grammatical relationship or the extra meaning's grammatical form.As a result of the significant differences in nature and syntactic functions between Chinese prepositions and Korean auxiliary words,South Korean students are prone to making errors when using Chinese prepositions.This thesis adopts the word frequency statistics method,graphical method and correlation method to categorize the errors committed by South Korean Students when using Chinese preposition " ? "(Cong in pinyin),probes into the causes and proposes relevant teaching strategies accordingly.The thesis falls into six parts.Part one is the Introduction,which mainly reviews the ontology research and comparative studies on Chinese preposition "?" and related Korean auxiliary words as well as the research situation on the errors made by Korean students when using the preposition.The research background,significance,contents and methodology of this thesis can also be found in this chapter.Part two contains the semantic meaning of Chinese preposition "?" and r elated Korean auxiliary words.The phrase structures and prepositional frames i ndicating different usages of "?" all correspond to Korean forms.The author of the thesis finds that the relationship is not one of equivalence,but rather a many-to-many interlocking one.Besides,the two,the usages of "?" and corres ponding Korean forms,have certain distinctions in terms of their place in sent ences and matching elements.Part three containstwo Chinese teaching textbooks,respectively used byShanghai International Studies University and the Confucius Institute at Kyunghee University,are compared and analyzed;specifically,the arrangement of knowledge points about the preposition and related homework setting in the two textbooks are analyzed comparatively.Part four is based on the HSK dynamic composition corpus,which is divided into two parts: the preposition " ? " the error of the starting point,the preposition "from" the error of the source and the deviation of the preposition "?".Then with the specific situations where errors arise considered,the causes behind them are analyzed.Part five presents the strategies of teaching the preposition "?" to South K orean students.Respectively from two aspects of teaching materials and teacher s put forward some suggestions.Teaching materials should improve Korean nati ve Chinese textbooks,teachers should carry out the teaching of different meani ngs of Chinese preposition "?" from different stages,strengthen the communic ative situation of practice and strengthen the comparative "?" and other prepo sitions practice.The last part is the conclusion,which expounds the main points,innovations and inadequacies of the thesis.It is hoped that the results of this research can truly and comprehensivelyhelp South Korean students acquire Chinese preposition " ? ",improve their ability to use the preposition in interpersonal communication,as well as prove helpful for the contents and methods of teaching Chinese to South Koreans and the compiling of Chinese teaching materials tailored to South Koreans.