Research On The Errors Of Korean Students' Acquisition Of Adverbs "Jiu" And "Cai"

"Jiu" and "Cai" are high frequency adverbs used in Chinese.They are meaningless words and they are the unique grammatical means of Chinese.Variety meanings of the two words,the syntactic structure of the two words,and their flexible pragmatic expression make them to be the focus and difficulty of learning for Chinese learners.It is even more difficult for students of Korean elementary school,middle schools and Confucius Institute in non-targeting environments.This paper is based on the statistical analysis of the semantics,grammar and pragmatics of the Chinese words "Jiu" and "Cai" in the CCL corpus of Peking University.Combined with the type of Korean student bias in the HSK dynamic composition corpus,a test questionnaire was conducted to examine the acquisition of "Jiu" and "Cai" by Korean students in a non-Chinese environment.Then,suggestions for textbook compliation,Chinese teaching,and learning methods for Chineseteaching in non-Chinese environment are proposed,in order to create a comprehensive target language learning environment for Chinese learners in non-Chinese environment.The structural framework of this paper,including the introduction and conclusion,mainly consists of six parts.The introduction expounds the background of the topic selection and the reason for the topic selection.Then,this chapter reviews the relevant research results,explaining the source of the corpus and the general idea of the article.The first chapter analyzes the ontology of "Jiu" and "Cai" in the CCL corpus of the Chinese Linguistics Research Center of Peking University.And then,the difference between semantics,grammar and pragmatic probability distribution is summarized,so as to explore the similarities and differences between the two in the Chinese environment and lay the foundation for the following analysis and correction of errors.The second chapter investigates the situation of Chinese learning in Korean and the distribution of knowledge points about "Jiu" and "Cai" in Chinese textbooks.Therefore,the questionnaires were targeted at Korean foreign language high schools and Korean students at the Confucius Institute at Anton National University in Korea.Combining the analysis of the error expressions of these two adverbs in HSK dynamic composition corpus of Beijing Language and Culture University,to design the questionnaire type and the distribution of the knowledge points of two adverbs.Through the test of the two student groups from the Korean Foreign Language High School and the Confucius Institute,this paper finds that the errors of the adverb "Jiu" and "Cai" are mostly concentrated on omissions and misplacement,with less misuse and error addded.The third chapter analyzes the types of biases of the two Chinese non-Chinese environment learners in the questionnaire.First,compare the errors of the two student groups,and then compare the Korean students' bias and HSK.The errors in the dynamic corpus are compared,and the causes of the errors are explored on this basis.The fourth chapter combines the analysis of the biased situation and the causes of the errors in the previous study,proposes the teaching and learning suggestions for students in the nonChinese environment,aiming to help Korean students better learn the adverbs of Chinese.The conclusion part summarizes the content of the full paper,and points out the absent part of the article and the part that needs further research.Through the investigation and analysis of the types of Korean students' errors,it is found that in terms of semantics,the bias of "Jiu" and "Cai" is mainly concentrated on the expression "association",followed by the expression "tongue" and "quantity".This paper finds that the two groups have a good grasp of the expression time sooner or later.Because the textbooks are less involved in the meaning of the extent of the two expressions,although there are design examination questions,the correct rate is low.In terms of syntactic form,the biases mainly focus on the two structures of "verb + Jiu/Cai + verb" and "quantifier + Jiu/Cai + quantifier",followed by some related complex sentence patterns.In the use of language,the difference is the expression of the logical center of gravity,followed by the expression of attitude,the two groups have a good grasp of the pragmatic function of expressing subjective expectations.Therefore,this paper starts from the reasons of Chinese learning environment and the influence of mother tongue,and puts forward suggestions on teaching materials,teaching and students.In terms of teaching materials,it is necessary to prepare detailed and systematic Chinese textbooks for Korean students in nonChinese environment,so that the textbook language arrangement is close to the Chinese usage habits,in line with the development characteristics of the textbook users,and ingeniously integrated into the local life color.Second,teachers should create Chinese classes that are most close to the Chinese environment.Under the premise of comprehensively mastering the knowledge points,teachers should explain the knowledge points from the practical point of view,from a point to the surface,from the comparison,summing up the knowledge points,from the easy to difficulty.Finally,Korean students themselves must also create a Chinese environment around them.Through flexible transformation of learning strategies,students actively engage in social communication,create diverse cultural integrations for their own learning,and effectively improve the practical application of Chinese.