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Korean students in Chinese existential sentences bias study

Author: FanJingZuo
Tutor: MiaoDongXia
School: Central University for Nationalities
Course: Chinese Philology
Keywords: Existential sentences Bias Negative Transfer Price Acknowledge
CLC: H195
Type: Master's thesis
Year: 2011
Downloads: 175
Quote: 0
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Abstract


Existential sentence is Chinese unique one sentence. Special structure of existential sentences, verbs have special requirements, and special function of expression, can not alternative Sentence. This pattern Although scholars great importance and to study, but there are still many problems have not been defined and analyzed, which leads to second language teaching, students are hard to understand to master Chinese existential sentences, the teachers also difficult to explain bias reasons. 'Acquisition of Chinese Existential Sentences international students are rare, especially for minorities and even fewer. This article by Korean students and Korean students were language questionnaire, analysis of the type of bias they learned Chinese existential sentences exist, the cause of the bias, and bias should take appropriate teaching countermeasures for these . Through analysis, we found that Korean students and Korean students often Existential Sentences ABC Learning Chinese Sentences three sections of lack of understanding of the structure, should strengthen their teaching the first premises word ECCs sentence The verb awareness, and by a large number of targeted exercises to guide students to better understand and grasp the existential sentence. This paper is divided into four chapters: Chapter 1: Introduction. This chapter focuses on the significance of the topic of the article, and research purposes, the main research methods. And Chinese Existential Sentences Research and existential teaching as a second language Chinese acquisition research are reviewed. To clarify the need for this study. Chapter II: Korean Students' Acquisition of Chinese Existential Sentences bias study. This chapter survey of Korean students and Korean students in Chinese Existential Sentences bias summarized and analyzed, the distinction between the existential sentences existential sentence looming sentence partial error similarities and differences, and the existential sentence The Preposition orientation words, verb bias, and the conversion appears Sentence bias focus of analysis. These types of bias Korean students and Korean students prone to bias. Chapter 3: South Korean Students the Chinese Existing Sentence bias causes and countermeasures. This chapter summarized and analyzed several errors under Chapter II summarizes deposit now sentence embodied the Han nationality cognitive Korean cognitive differences, and attempt to analyze the mother tongue of students Acquisition Existential Sentences interference identify second language teaching in Chinese save now teaching the existence of the problem as well as the bias to take corresponding countermeasures of teaching. In teaching, we should pay attention to the training the existential sentence ABC three-paragraph format; A segment to avoid the emergence of a preposition; the B segment careful to distinguish between state verbs and instantly verb, in order to determine the verb \Preventing students while avoiding Existential sentences difficult to learn. These are our teaching should be noted. Chapter 4: Learning for International Students the Chinese Existing Sentence bias the other hand, the characteristics of the Existential Sentences. According to the analysis of the first three chapters, this chapter deep thinking the Chinese Existing particularity of this Sentence: unique information structure and cognitive characteristics. Chapter 5: Conclusion.

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