Comparative Study Of Chinese And Korean Quantifier And Error Analysis Of Korean Learners

The quantity of Chinese quantifiers is huge,the meaning is complex,and the usage is very flexible.Therefore,quantifier teaching is an indispensable part of the Chinese teaching process.Although both Korean and Chinese are in the cultural circle of Chinese characters,and there are a large number(about 70%)of Chinese character words in Korean,the quantifiers are still very vulnerable to Chinese learners whose mother tongue is Korean.The author mainly uses the main research methods of the literature method,observation method,questionnaire survey,etc.The scope of the study is 57 Grade A quantifiers in the Outline of the Chinese Level Vocabulary and Chinese Character.For the research perspective,combined with the real data obtained from the survey,the Chinese learners who are native speakers of Korean are analyzed for possible errors and the difficulties in the learning process,explored difficulties faced by Korean learners of Chinese quantifiers,and relevant countermeasures are proposed.The article is divided into the following five sections:The first part of the introduction mainly introduces the research background and purpose,significance,scope and methods,as well as the comparison of Chinese and Korean quantifiers in China and South Korea and the literature review.The second part of “definitions,classifications,and classifications of quantifier ontology in both Chinese and Korean languages.” summarizes the definitions,classifications,and classifications of quantifier ontology in both Chinese and Korean languages.In the third part,“The Contrastive Analysis of Chinese and Korean Quantifiers in HSK Syllabus-A-level Words” is based on the research scope of 57 quantifiers in HSK Syllabus-A-level Words,divided by quantifiers and dynamic quantifiers.Combined a large number of example sentences to describe each of the 57 Chinese quantifiers and Korean homologs that are the same or similar to them.Finally,the similarities and differences in speech,semantics and pragmatics were described through the analysis results.The quantifiers in HSK Syllabus-A-level Words were fully described from both macroscopic and microscopic perspectives.The fourth part of the “An Analysis of Errors in Chinese Learners' Acquisition of Chinese Quantifiers by Korean Chinese Learners and Teaching Thinking” is based on authentic and reliable questionnaires and relevant data.The four types of Korean learners' most likely quantifierbiases in the process of acquisition and communication are summarized as follows: Misuse,incompleteness,misuse,and misorder are four,and based on this the main reasons for this error are analyzed.Besides,this paragraph has carried out relevant teaching reflections on the main errors in teaching materials,teachers,teaching methods,and students' independent learning.The last part is the conclusion part of the article.