Korean Students Can Learn The Verbs "can", "will" And "can" In Order

The Modal verbs are frequently and wildly used and they are in a very important position in daily communication.The modal verbs are important and difficult in the work of teaching of Chinese as a foreign language because one modal verb has many specific meanings and different modal verbs have many cross-meanings and they are flexible used.The object of this paper �neng� �hui� �keyi� is three of the high frequently used,high easily misused modal verbs.On the basis of predecessors' research,this paper investigates in two ways:analyzing the corpus in HSK dynamic composition of Korean students and analyze the questionnaire that done by Korean students to study the acquisition order of �neng� �hui� �keyi� and the acquisition of their specific meanings.There are five chapters in this paper:In the first chapter we explain the reasons for the topic and summarizing the research results and acquisition order research results of the modal verb "neng" "hui" "keyi".According to the theory of acquisition order,we put forward the assumptions.Finally,we briefly introduced the research methods and steps of this paper as well as the innovation of this paper.In the second chapter,we analyze the specific meanings of "neng" "hui" and "keyi"."Neng" "hui" and "keyi" are all polysemy modal verbs,this chapter determines the specific meaning of �neng� �hui� and �keyi� respectively and discriminate "neng" and "hui","neng" and "keyi".The third chapter introduces the research on the acquisition order of "neng" "hui" and �keyi� and the acquisition order of their specific meanings based on HSK dynamic corpus.This chapter uses the average sampling method,get the effective corpus from the HSK dynamic composition corpus is "neng" 200,"hui" 216 and "keyi" 230.Then we calculate the relative correct rate of �neng� �hui� �keyi� and the relative correct rate of their specific meanings based on the method of relative correct rate.According to the rule that the higher the correct rate is,the earlier we acquisitive it,we get the acquisition order of �neng� �hui� and �keyi� and acquisition orders of their specific meanings.In the fourth chapter we introduces the research on the acquisition order of "neng" "hui" and �keyi� and the acquisition order of their specific meanings based on questionnaire.This chapter takes the students of Confucius Institute of Andong University and the College of Arts of Andong University as the object of investigation and the students are divided into primary,intermediate,advanced three levels.First we get the acquisition order of �neng� �hui� and �keyi� and acquisition orders of their specific meanings based on the method of relative correct rate.And then get acquisition order according to the implication scale method and compared the with the result before to verify its reliability and correctness and finally determine the acquisition order based on questionnaires.In the analysis we find that when use the cross-meanings modal verbs,Korean students show a clear tendency in choice,so we analysis this tendency.In addition to that,This chapter also analyzes the order of "neng" "hui" and �keyi�,acquisition of negative form and other misuse situation.It is worth mentioning that,we also counts the subjective acquisition order of "neng" "hui" and �keyi� of Korean students and the constant with the result that get before.Chapter five is divided into two parts.In the first part,we compare the acquisition order of "neng" "hui" and �keyi� and the acquisition order of their specific meanings that based on HSK dynamic corpus with the result that based on questionnaires.In the comparison,we find that the two results are different,which is obviously does not conform to the original assumption,so we analysis the reason why it comes out like that.In the second part,we selected a set of representative teaching materials of China and Korea,and then we find out and analysis the teaching order of "neng" "hui" "keyi" and the teaching orders of their specific meanings,and compared with the acquisition order.It comes out that the teaching order is different from the acquisition orders.So finally,on the basis of comparison,we puts forward some strategies and suggestions from three aspects: teaching material arrangement,classroom teaching and student learning.