An Analysis Of Fallacy That Occurs When Korean Students Use "以为" And "认为"

There is a definite difference in the Chinese used, when communicating, between native Chinese speakers and foreigners who have learned Chinese. This is reflected in the language on all levels - phonics, grammar, vocabulary use, sentence structure and pragmatics. We refer to this difference as "fallacy". Fallacy is derived from two major sources. The first source is the strong influence of the mothertongue or the interference of an incomplete knowledge of the Chinese grammar, on someone who is attempting to learn a new language. The second source comes from the failure by teachers to fully explain or comprehensively teach Chinese (due to unsuccessful teaching materials or teaching methods).This paper aims at the analysis of Korean students studying Chinese and the fallacy that is derived from the improper use of "以为" and "认为". It also aims at describing the similarities and differences of "以为" and "认为" using structural analysis from the three planes of syntax, semantics and pragmatics. At the same time, through questionnaires and interviews, the way in which Korean students grasp the concept of "以为" and "认为" is shown and all the reasons for the incorrect use of "以为" and "认为" is revealed and analyzed. During the course of the analysis, the following principles were followed: a combination of meaning and form, the combination of static and dynamic, the combination of structure and function, and the combination of description and interpretation. This paper is divided into five parts.The first part describes the reason for and significance of this topic, a review of some related results and opinions to the topic of expressing emotions with verbs by other scholars, a review of research results by other scholars who have specifically studied the classification of "以为" and "认为", and the theory, methodology and the resources I have adopted upon my research. The second part aims at the inspection of syntax, semantics and pragmatics of "以为" and "认为" to analyze the similarities and differences.The third part explains how the Korean dictionary describes "以为" and "认为" and compares the asymmetries in Chinese.The forth part is primarily directed at the analysis of the design and result of the questionnaire surverys and interviews.The fifth part, through the analysis of the result of the questionnaire survey and interview, helps to find the core reasons to why Koreans incorrectly use "以为" and "认为" and on the basis of those reasons, construct a suitable teaching strategy to confront these problems.