A Rigid Error Analysis On Chinese Word Order Of Korean Learners

Everything has its progressing process, and the process itself would be reflected by the continuity of time, and change as the time goes by. Time factor is considered to be one of the most important components in constructing a complete sentence, in both the written and oral expression.Chinese has more diverse way of expressing the time concept compared to the Korean language. For instance, in Chinese, word for time point is placed before the verb as adverbial, and word for time period is usually placed after the verb as time-measure complement. When translating Chinese into Korean, however, the time-related words are usually placed before the verb working as adverbials. In one-to-many situation, like one expression in Korean matching along with various ways of expression in Chinese, the Korean learners are likely to make frequent error in acquiring the Chinese word order, with this also being the difficult point as well, it would be mainly discussed in this thesis.The thesis would focus on the point of "how to convey the exact meaning," by adapting semantic analysis from system-functional linguistics, to put emphasis on the significance of the time factor in the context through the research. Having examples of the time-related words being attributive, adverbial and complement in a Chinese sentence, the main focus is on being adverbial and complement, to study the expression of time domain word order in both Chinese and Korean languages.The research is based on questionnaire, and there would be data analysis of the result came from the survey. The questionnaire would take place three times. The first time of the survey is to examine the elementary, intermediate, and advanced level Korean learners’ characteristics in developing Chinese word order and the process of each level. The second and the third surveys are to keep track of the advanced learners. The research process includes:collecting the answers from the learners who took part in the questionnaire survey, and then return them with the correct answers as the feedback of the survey. The second survey comes a week after the first survey, and the final survey comes four weeks later. There would be a final comparison of the results from the three times’survey, to observe the rigid errors appeared in the result.Here is the result of the survey:According to the result of the first-time survey, word order acquisition has a progressing process in stages. Except the occasion of the time word being the attributive (singular attributive), the advanced learners show to have better acquisition ability than the intermediate level learners, and intermediates are better than the elementary. Although the elementary, intermediate and advanced level learners are distinguishable in their language ability, they seem equally to have difficulty in acquiring the time word being complement (complex complement), and secondly followed by the acquisition difficulty of time component being adverbial (plural adverbial).The tracking result of the advanced learners indicates that the accuracy of the outcome has risen after having specific contrast of Korean and Chinese. Conducting a detailed comparison of the word order between Korean and Chinese languages is meaningful in helping the learners to have better understanding toward the Chinese word order as the rigid error of the advanced is distributed over the difference in order between Korean and Chinese languages and partial different word order. Not only would the elementary level learners, the intermediate and advanced learners also get low score in partial different word order if they scored highly on the same order between Korean and Chinese. This result might suggest that the degree of markedness in language is considerably persuasive in the field of second language acquisition.There are five chapters in the thesis. The first chapter is introduction part, includes research basis, idea, method and significance. The second chapter is literature review, mainly discusses the former research on subjects such as Chinese word order, comparison between Chinese and Korean word order, error analysis on Chinese word order of the Korean learners and time domain word order of Korean and Chinese languages. The third chapter is word order comparison of Chinese and Korean languages and the typical error of the Korean learners on learning the Chinese word order, mainly focuses on comparing the basic Korean and Chinese word order, and the time domain word order in these two languages. At the same time, the description of error and the cause would be discussed according to the result from the first survey. The fourth chapter is about the rigid error performance in learning the Chinese word order of the Korean learners, based on the tracking result from the advanced learners to distinguish the rigid error. The fifth chapter is to have conclusion after coming through three times of the same survey, taking "International Curriculum for Chinese Language Education" as reference, to bring some help in compiling textbook and teaching the Chinese language.