| Based on the research results of ontology characteristics of "Bi" sentence,comparison of "Bi" sentence in Chinese and Korean and Chinese learners' errors of "Bi" sentence.This paper uses interlanguage theory and error analysis theory to investigate Korean students' errors in the HSK Dynamic Composition Corpus of Beijing Language and Culture University.This paper analyzes the types and reasons for errors of "Bi" sentence and puts forward teaching suggestions further.According to the part of speech of "Bi",this paper divides "Bi" sentence into two types: preposition "Bi" sentence and verb "Bi" sentence.Corpus statistical analysis shows the preposition "Bi" sentence is used quite frequently(97.14%).In contrast,the verb "Bi" sentence is rarely used(2.85%).In the error ratio,the preposition "Bi" sentence is 19.23%,and the verb "Bi" sentence is 14.08%.There are mainly eight types of errors in preposition "Bi" sentences: avoidance of verb "Bi" sentences,misuse of adverbs,misuse of negative forms,misuse of complements,mix of "Bi" sentences and other sentences,misuse of "le" at the end of "Bi" sentences,misorder of comparison result,omission of comparison mark and comparison result.There are mainly three types of errors in verb "Bi" sentences:misuse of "Biqi B",misuse of "Bi" and omission of part of "Bi" sentence structure.There are five main reasons for errors: transfer of mother tongue,generalization of target language,complexity of "Bi" sentence,the incompletion of "Bi" sentence in course outline,the sequence of "Bi" sentence arrangement in textbooks.The paper offers some teaching suggestions from three aspects.In the aspect of teaching materials,we'd better add verb "Bi" sentences,and pay attention to the order of "Bi" sentences(from simple to complex).In the aspect of teaching,teachers should learn specialized knowledge and guide students in class.In the aspect of learning,students should attach importance to errors and consciously integrate into the Chinese learning environment. |
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