A Study On The Mistakes In Using Same Shaped Sino-Korean And Chinese Character Words With Learning Programs

In the Korean vocabulary system, the Chinese character words account for a large proportion. Therefore, when the Chinese.students learn the Chinese character words, they have more advantages than the students of other Language circles. However, with the development of history, society and the differences of culture between Korea and China, the Chinese character words have great changes then the initial ones first incoming to Korea, and the changes include the meaning, characteristic, and grammatical functions. Thus, the differences resulted in the concept of "same shaped sino-Korean and Chinese character words". When the Chinese students learn these words, due to the affect by mother tongue, they make many mistakes. So, how many types can be divided of the mistakes? What is the reason of the mistakes? And how to teach students can avoid the occurrence of the mistakes? These questions are very important for Chinese-speaking Korean language learners and teachers. Because that if we can overcome these challenges, the students will achieve a multiplier effect in learning Korean vocabularies, therefore, doing research in this area is not only necessary, but also meaningful.This study will classify the errors of the Chinese-speaking learners, and analyze the reasons specifically. Then, according to the results of the analysis, explore effective teaching programs of the same shaped sino-Korean and Chinese character words. The Summary of this study is as follows:First, the introduction will explain the purpose and necessity of this research, then generalize the prior studies, and then describe the methods and content.Then, analysis the errors of the Chinese-speaking learners, here I use the method of questionnaire survey, and then analyze the reasons of errors specifically. The cause of errors can be divided into4types:the "semantic difference","emotional differences,""grammatical differences,""cultural differences".Next, on the basis of the previous chapter, firstly, expounded the meaningful learning theory and advance organizer elaborate teaching model of D-P-AuSubel, and then propose the specific teaching programs, the teaching programs combined a variety of methods, such as comparison, association, scenario assumes, charts and pictures showing etc. Then described and discussed the teaching programs with specific Chinese character words.