A Study On The Acquisition Of Willing Verbs By Korean Students Based On The HSK Dynamic Composition Corpus

In the study of the Chinese grammar,the volitive auxiliary is always a controversial part,including the different opinions on the part of speech,scope and division.The fuzziness of the volitive auxiliary makes it a difficult point in the teaching Chinese as a foreign language,which inevitably makes it more difficult for foreign students to learn Chinese grammar.In this paper,on the basis of literature reading,combined with the HSK dynamic composition corpus,selects from real corpus.The errors from the Korean students in volitive auxiliary as analysis object,uses the comparison and analysis of research methods in order to finish a more comprehensive analysis.On the basis of the analysis and research,put forward some teaching suggestions to reduce the errors,and expects to promote the development of the teaching Chinese as a foreign language.The first part is an introduction.It introduces the origin of this topic and summarizes the related research on the volitive auxiliary in the teaching of Chinese as a foreign language.At the same time,it introduces the research object of this article-12 volitive auxiliary,which are?????????????????????????????.The research methods in this paper are literature research and error analysis.The second part is the analysis of the use of verbs in Korean students.First,count the commonly used verbs of Korean students,and then analyze the common semantics.The verb????? is often used."?" express the means of "possibility" and "be able to do"."?"express the means of "the will" and "should do something"."?" express the means of"ability" or "possibility".Then,the classification of errors is divided into four types of errors:"omission","misuse","misrepresentation" and "other".In terms of quantity,the type of"omission" is the most,which shows that "omission" is the most common error type of the Korean students in the aspect of the verb and the "misrepresentation" is the most complicated.The third part is the analysis of the causes of errors,and the causes of errors are classified into two categories:internal factors and external factors.The internal factors are the lack of knowledge in target language,the generalization of target language knowledge,the negative transfer of mother tongue and the influence of communication strategies.External factors include two main reasons:teaching material arrangement and teacher teaching.The fourth part is the teaching strategy of the volitive auxiliary.The fundamental strategy is to formulate a verb grammatical system in the teaching of Chinese as a foreign language.The syllabus should be formulated as soon as possible to speed up the process of the compilation of national textbooks.Teachers constantly refresh their own teaching strength and teaching skills,and can enumerate a large number of examples to enable students to sum up their own understanding.The fifth part is the summary,the summary of the full text and the lack of analysis.