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Comparison Analysis & Teaching Strategies for Reasons of South Korea Students’ Misunderstanding to the Dynamic Auxiliary “了” - Take Students with Junior High School Chinese Level as an Example

  • The Journal of Study on Language and Culture of Korea and China
  • Abbr : JSLCKC
  • 2013, (33), pp.189-216
  • DOI : 10.16874/jslckc.2013..33.009
  • Publisher : Korean Society of Study on Chinese Languge and Culture
  • Research Area : Humanities > Chinese Language and Literature
  • Published : October 31, 2013

宋燕 1 최일의 2

1辽宁大学 汉语国际教育学院
2강릉원주대학교

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ABSTRACT

The corpora researched in this article consists of compositions written by juniors and seniors from Chinese language and literature Department of Korea Kangnung National University and incorrect sentences written by the South Korea students who have got C certificate and no certificate in Beijing Language and Culture University HSK Dynamic Composition Corpus, and we divided the incorrect sentences including dynamic auxiliary “了” into “unnecessary” and “missing” types with the method of statistics, induction, classification. The former manifests as five kinds of situations such as in adverbial clause which indicates usualness, in time/negative/adverbs of degree adverbial clause, in simply narrative sentence, in predicative object sentence and auxiliary verb sentence. The latter manifests as two kinds of situations, that is, the lack of dynamic auxiliary “了” after the verbs which manifest action or end and after resultant complements or directional complements. The author thinks that negative transference of mother language is one of the major reasons of causing errors, and the lack of Chinese language is the deep reason of errors. So, aiming at the fault of “unnecessary” and “missing” of “了” in the sentences written by the South Korean students, I proposed the teaching methods such as “Object and Picture Illustrating Method”, “Presentation Method” and “Video Method” to make them get language sense easily.

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