Error Analysis And Teaching Suggestions In Korean Students' Acquisition Of The Pan-sense Verb "do"

General verbs are a type of words with relatively broad semantics.It can replace many specific verbs.They have some characteristics of general verbs and also have their own unique characteristics.In modern Chinese,the universal verb "do" is a word that second language learners will be exposed to at the initial stage,is a grade A vocabulary,or is a universal verb that is often used in writing and communication and contains multiple meanings.Generally speaking,students whose mother tongue is English understand “do” as “do”,while Korean students understand “do” as “hada”.The unique grammatical function of "hada" following noun words can be converted into verbs,which makes Korean students affected by collocation and grammatical functions,resulting in a series of errors about "doing".This article takes the error analysis of the generic verb "do" of the elementary and intermediate Korean students as the research object,statistically analyzes the error corpus in the HSK dynamic composition corpus and questionnaire,classifies the error phenomenon,and finds out the use The reasons for the errors generated at the time,propose corresponding solutions to the problems.The article is divided into five parts to discuss in detail.The introduction part introduces the research significance,research purpose,literature review,research methods,corpus sources and research objects of this article.The first chapter is a multi-angle analysis of general verbs.Firstly,the concept of general verbs is introduced,and then the semantic,syntactic,and pragmatic aspects of "doing" are expanded and analyzed comprehensively.The second chapter is based on the understanding of the universal verb "do" in modern Chinese,and a simple comparison with Korean "hada" to find similarities and differences.It is found that the semantic similarities between the two have the meanings of "engage in a certain work or activity","produce","act as","hold an event" and "use as".The difference is that "do" in modern Chinese can express "writing" The meaning of "";the syntactic similarities can have negative adverbs and nominal objects,the difference is that "do" can be used in combination with other words,such as "do companion",and "hada" can achieve the tense The changes in pragmatics are applicable to both written and spoken languages,and are neutral in color.The difference is that “doing” has other general verbs that replace each other.The third chapter is the investigation and analysis of the bias of Korean students' "do".First of all,through the questionnaire,learn about the Korean students' frequently-used “did not to use”,“did not to use”,“mistakes” and “missing” errors.It is considered that the junior and intermediate level Korean students have the most difficulty in learning the meaning of "pretend" and "hold or hold an event" in the generic verb "do",and it is less difficult to learn the common meaning items such as "make" and "engage in an activity".Of the difficulty in the acquisition,the most difficult is "do + complement + object",followed by "do + complement",and finally "do + object".Then through the corpus,further analyze the errors,and classify all the errors into semantic,syntactic,and other errors including the use of words and styles,and classify and analyze the typical example sentences in the corpus to summarize possible occurrences.The reasons for the errors include "negative transfer of mother tongue","negative transfer of target language","effect of teaching materials",etc.The fourth chapter is about the teaching suggestion of the general verb "do".According to the reasons of students' errors,some reasonable teaching suggestions are proposed.From the teacher's side,there are "strengthening comparative teaching","following the step-by-step principle","designed targeted exercises",and from the student side,"adopting a reasonable learning strategy" and "creating "Chinese learning atmosphere" "formation of Chinese thinking",etc.,hoping to provide some meaningful reference for students' learning and teachers' teaching from these two aspects.