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Error Analysis of the Results Complement of "dao""wan""hao" and "cheng" by Korean Students of Intermediate and Advanced Stage

Author: ChangZuo
Tutor: LiBaoGui
School: Liaoning Normal University
Course: Curriculum and Pedagogy
Keywords: Korean students Verb+dao/wan/hao/cheng Error analysis
CLC: H195
Type: Master's thesis
Year: 2012
Downloads: 109
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Abstract


The results complement is one of the most commonly used syntax ingredients inChinese expression. It is important and difficult for teaching Chinese as a foreignlanguage (TCSL). Because of its own unique nature and complexity, the studentsoften make many Errors. This thesis paper analyzes the errors of the resultscomplement of “dao”“wan”“hao”“cheng” by Korean students of Intermediate andadvanced stage found in HSK Dynamic Composition Corpus and proposes teachingstrategies.This paper is divided into seven parts:The introduction first explained the value and significance of topics of thisarticle, from grammars and bias collect predecessors research results and describesthe research theories, methods and specification of the material that was analyzed ofthis article.Chapter I gives classification and statistics of errors of the results complement of“dao”“wan”“hao”“cheng” by Korean students of Intermediate and advanced stagefound in HSK Dynamic Composition Corpus，and then introduce Interlanguagetheory and error analysis theory briefly.Chapter II analyzes the errors of “dao”, which are divided into omissions,redundancy, wrong substitution and wrong sequence four types, in which theredundancy of “dao” reaches the highest rate of errors. The reasons for the aboveerrors are the generalization of the target language, unreasonable writing andapplication of textbooks. The teaching suggestions for that are to teach “dao” inmorpheme teaching method, and then use the circulation progressive to teach theabstract sense “dao”.Chapter Ⅲanalyzes the errors of “wan”, which are divided into omissions,redundancy, wrong substitution and wrong sequence four types,in which theomissions of "wan" reaches the highest rate of errors. The reasons for the above errorsare the negative transfer of native language, the interference with avoidance strategy.The teaching suggestions for that are to guide to help Korean students to create a new concept of “wan” in the teaching process, and strengthen the comparative teachingwith Korean language and then cultivate the Chinese thinking habit.ChapterⅣanalyzes the errors of “hao”, which are divided into omissions,redundancy, wrong substitution and wrong sequence four types,in which the wrongsubstitution between “hao” and “wan” reaches the highest rate of errors. The reasonsfor the above errors are the inaccurate and documented teaching language,inappropriate teaching methods and the interference with non-standard Chinese in thelife. The teaching suggestions for that are to use visualization teaching method suchas object lessons and so on, and to give the training of language sense to studentsaccording to the characteristics of colloquial and then to cultivate the language sense.Chapter V analyzes the errors of “cheng”, which are divided into omissions,redundancy and wrong substitution three types, in which the wrong collocationreaches the highest rate of errors. The reasons for the above errors are the difficultabstract semantics and ignored teaching. Teaching suggestions for that are to teachand learn in the examples, and then to practice.Finally Conclusion section summarizes the results of the research.

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CLC: > Language, writing > Chinese > Chinese language teaching > Teaching Chinese as a Foreign Language
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