Acquisition Study Of Korean Students On Chinese Counting Word “Ci”

As an important part of quantifiers,modern Chinese momentum words have always been one of the difficult points for foreign students to learn.Most of the past theories are about the ontology of the momentum words,but the research on the momentum words from the perspective of teaching Chinese as a foreign language is relatively weak,which leads to many problems in the acquisition process of foreign students,especially Korean students.In this paper,we will use this as the starting point,and select the most basic and typical first-level count quantifier “Ci” in the momentum word system as the research object of this paper.Based on the previous studies,we use the HSK dynamics under the BCC corpus.In the composition corpus,the use of special verbs in Korean students is analyzed.Based on the analysis of bias and second language acquisition,the methods of literature research and comparative analysis are used to summarize the errors of Korean students' acquisition of Chinese quantifiers.At the same time,the type examines the causes of the errors and proposes teaching suggestions.It is hoped that it can help the Korean students' Chinese counting quantifiers "Ci" teaching practice activities.The first chapter of this thesis is the introduction,which mainly examines the ontology research of the momentum word and the momentum word "secondary" and the study of Chinese as a foreign language.In addition,it also adds the theory of bias theory and language transfer theory,which is the third chapter of the article.The type of error and the cause of the fourth chapter bias provide theoretical support.The second chapter of the thesis analyzes the count quantifier “secondary”from three aspects: semantic analysis,combination function and syntactic function of the phrase containing the quantifier “secondary”.The third chapter of this thesis starts from the perspective of bias analysis and statistically summarizes the types of biases of the quantifier “secondary”.The fourth chapter analyzes the causes of the bias of the “quantitative” quantifiers of Korean students.The fifth chapter of this thesis is based on the previous analysis of the type of bias and the cause of bias in the counting quantifiers,and the suggestions for the teaching of the counted words of the Korean students.The sixth chapter of this paper is the conclusion,which explains the research content and shortcomings of this paper.