The Error Analysis Of Korean Learners Of Chinese Complement

Currently, the Chinese teaching in Korea has been growing so rapidly and more and more Koreans began to learn Chinese. Korean learners are easily affected by their mother tongue when learning Chinese, it also caused that the Korean learners had some common characteristics in learning Chinese. According to the characteristics of the Korean learners in teaching Chinese as a foreign language, the adoption of targeted teaching methods is very necessary.Complement is a peculiar to modern Chinese grammar project, and it has the characteristics of flexibility and complexity. These characteristics make it becomes the important and difficult in the process of learning Chinese. In Korean, there is the concept of "complement" in the provisions of the textbook,but most of the Korean scholars don’t agree with this view. They think the concept of "complement" does not exist in Korean. At the same time, the high frequency of use of Chinese Complement, syntactic forms, etc. increase the difficulty of learning the Korean learners. The native Korean Chinese learners in the process of learning and using Chinese complement were easily affected by mother tongue and this resulted in negative transfer phenomenon. They often take avoidance strategy, or use the shape of the structure as well as a verb to replace complement components, thus this prevented them for the acquisition of complement.In order to understand the situation of Chinese complement learning, this article chose people who had gotten C-level Chinese Proficiency Certificate of HSK in dynamic composition Corpus, Which was held by the Beijing Language and Culture University. The South Korean learners appeared errors in learning Chinese complement. We collected the errors when the Korean students were learning amount complement, results complement, directional complement and potential complement. And reference to the research results of complement in modern Chinese, we are trying to analyze errors corpora from the aspects of syntax, semantics and pragmatics, and to find the learner of complement acquisition of Chinese rule. And combined with the characteristics of complement in the Chinese and Korean, we found out the reasons of errors and targeted teaching strategies.The innovation of this article is the research object as attending higher HSK get C grade certificate of south Korean learners. We selected to receive a certificate C level learners a corpus of complement, because of the learner’s Chinese language level has reached advanced stage. But because they get C grade certificate, which means that their grasp of the Chinese language is not comprehensive enough. This article selected the corpus of them where there was a bias in the use of complement. Through the analysis of the corpus, we can find that the types and characteristics of learners appear bias stage.