Research On Chinese Approximate Expression Acquisition Of Intermediate And Advanced Korean Students

With the development of society,exact expressions can not satisfy the need of people's daily communication,and approximate expressions naturally came into being.South Korea,facing China across the sea,has deep historical and cultural roots with China,which is also an important place for learning Chinese.Every year both the number of Chinese learners and HSK test takers are among the highest in the world.Thus researches on Korean Chinese teaching needs to be conducted systematically and detailedly from time to time.Therefore it is of great significance to have further study on these issues for instance how difficult is the diversity of Chinese approximate expressions for Korean students,how well they are acquired,what are the causes for errors,and what teaching strategies teachers need to adopt.Summarizing the previous research results by literature survey method,based on the corpus research method,16 approximate expressions are divided into three categories according to the BCC corpus: numerals are used as approximate expressions,pre-additive and post-addition approximate expressions.The first category is subdivided into the combined use of numerals,"ji"(several)and "liang"(two).The secondcategory and the third category are both divided into three categories: upper limit fuzzy,lower limit fuzzy,upper and lower limit fuzzy.After that there is an In-depth analysis of the pragmatic characteristics of the syntactic structures of16 approximate expressions.Next,the questionnaire survey was used to study the acquisition order of 16 common approximate expressions for intermediate and advanced Korean students.Firstly,the difficulty order of the objects' self-test was compared,and then the correct rate and implication scale were used to analyze the differences of the three orders.Secondly,the order of 16 common estimates of senior Korean students was obtained: Yishang(above)?Yixia(below)?Zhishao(at least),>Ji(several),Liang(several)> Dagai(about),Duo(more)>Qianhou(before and after),Zhiduo(at most)> Dayue(about),Zuoyou(around),Shangxia(or so)> Lai(more),Ba(more),and Yu(more than).Finally,using the learning difficulty level to analyze the errors of the corpus in the questionnaire,it was concluded that the main reasons for the errors lie in incomplete teaching materials,inadequate teacher explanations,improvement of learning strategies,negative mother tongue transfer,generalization of target language knowledge,and infrequent use of approximate expressions,as a result five teaching strategies have been proposed for this purpose:(1)contrastive teaching in different styles;(2)step-by-step teaching;(3)positive transfer of mother tongue;(4)contrastive interpretation teaching;(5)diagram of semantic structure.