Korean Students Chinese Adverb Acquisition

Modern Chinese mood adverbs have a variety of meanings and flexible usages, for students whose first language are Koreans, are not easy to master it. However, in the field of Chinese-teaching as a second language , there is no enough Comparative Studies between Chinese and Korean, no clear teaching emphasis on identified mood adverbs , and no abundant existing syllabus and teaching materials designed specially for Korean students. On the basis of past researches, we need to distinguish different teaching focuses between Chinese and Korean mood adverbs for Korean students.Based on the analysis of syllabus, we choose 25 mood adverbs as our study object. Firstly, according to a concise "grading model" raised by C.Practor, 3, we'll make some primary grades. At the same time, identify different kinds of meanings for each mood adverb based on 3 Chinese Dictionaries. Secondly, find their corresponding Korean explanations and make a comparative analysis with reference to Chinese-Korean parallel corpus. Then, do retrievals about the correct use and error making in Inter language Corpus mood adverbs, calculate error-making rates and analyzes the causes of such errors. After such comparison and relevant revisions, we may establish relevantly standard Chinese mood adverbs learning grades for Korean students.Due to this comparative and error analysis, we may identify the difficult points in teaching Chinese mood adverbs for Korean students. After studying existing syllabus and its grammar project settings in HSK examination and analyzing the distributions of Chinese mood adverbs in existing textbooks, we draw a conclusion that the distribution of mood adverbs reflects the general rules of language teaching and learning, but it's not entirely suitable for Korean Chinese learners. Finally, we make recommendations on Chinese mood adverbs teaching for students whose first language are Korean.