HSK Dynamic Composition Corpus-based Study On The Acquisition Errors Of Korean Students’ Adverb “Yě”(也)

The adverb "yě" in modern Chinese is frequently used in daily life,and its usage is complex and diverse,which is an important and difficult knowledge for foreign students in the process of Chinese acquisition.By searching the HSK Dynamic Composition Corpus,this paper finds that Korean students have a large number of errors in the process of acquiring the adverb "yě".There have been many achievements in the academic circles,but there are still some shortcomings,which are mainly reflected in the following two points: First,the description of error types is not detailed and comprehensive enough;second,the analysis of the causes of errors is not deep enough,especially emphasizing description but neglecting analysis,and it fails to reveal the root cause of Korean students’ acquisition of adverb "yě".Based on the above two deficiencies and the classification standard of grammatical errors proposed by Lu Jianji(1994),this paper divides the errors of Korean students "yě" into four categories: omission,misaddition,misorder and misgeneration.Different from predecessors,this paper finds that sentence structure types have an important influence on Korean students’ acquisition of "yě".In other words,Korean students’ adverb "yě" is distributed differently in two different sentence types: single sentence and complex sentence.Among them,misordered errors are the most typical in single sentences,and there are two main situations in complex sentences: one is missing "yě",and the other is inclined to use "yě" as a conjunction connecting two clauses.In the part of error analysis,this paper mainly uses comparative analysis method to compare each case of error between Chinese and Korean;At the same time,due to different semantic emphasis,the sentence structure used may be different,so when analyzing,this paper also fully considers the restrictive effect of full-text context on the choice of single sentence structure,that is,the influence of speaker’s original intention.Combining the similarities and differences between Chinese "yě" and Korean "to" and other grammatical structures related to errors,it is found that there are three fundamental reasons for Korean students’ errors: 1)the differences in characteristics between Chinese and Korean: the inequality between Chinese "yě" and Korean "pi",the differences in word order between Chinese and Korean,and the differences in the connection of complex sentences in Korean;2)Complexity of Chinese grammar: The similarity between "yě" and adverbs such as "dōu","huái" and "yòu",the diversity of fixed formats of "yě",the connecting function of "yě",the tightness of discourse,etc.3)The generalization of target language knowledge,such as the mixing of adverbs such as "er" and "jiù".