A Study On The Negative Transfer Of Mother Tongue In The Acquisition Of Declarative Particles By Korean Students

There is a category of endings in Korean that is very similar to Chinese declarative particles.Such endings are called "declarative ending endings".Chinese learners with Korean as their mother tongue are susceptible to the influence of declarative ending endings and various errors.This article attempts to start from a new perspective,based on comparative analysis theory,error analysis theory,and three plane theories,to compare the Chinese declarative particle "de,le,ne" and Korean declarative ending endings to explore them.The similarities and differences between.At the same time,collect and sort out the error corpus of Korean students in the HSK dynamic corpus,summarize the types of errors,and combine the differences in syntax,semantics and pragmatics between the two,and focus on exploring the specifics of Korean students’ interference from their mother tongue in the learning process of declarative particles mechanism.The study found that Korean students are more disturbed by their mother tongue when they acquire the declarative particle "de,le,ne",which is mainly reflected in three aspects.First,Korean students tend to use declarative particles at the end of declarative sentences to end the entire sentence to express personal emotions and reflect different levels of respect.It is easy to make mistakes and biases.Second,the Chinese declarative modal particle and the Korean declarative ending can be simply interchanged under certain circumstances.In this process,it is easy to cause confusion,omission and incorrect addition of the declarative particle.Third,declarative endings are often located at the end of the sentence,ending the entire sentence.Under normal circumstances,they cannot be used together,and there is no grammatical point corresponding to the sentence of the mood structure "is...of" in Korean,which makes it easy for Korean students to miss declarative particles.The author hopes that this study can provide some teaching references for teachers of Chinese as a foreign language who do not understand Korean,and can help Chinese learners whose mother tongue is Korean to use positive transfer efficiently,overcome negative transfer as much as possible,reduce the occurrence of errors,and contribute to teaching Chinese as a foreign language.