| In recent years, with the constant cultural exchanges and trade exchanges between China and South Korea, the number of people learning Chinese in Korea become increased rapidly. At the same time,more and more students come to China to learn Chinese. How to learn Chinese faster and better for Korean students, become a common concern. While Existential Sentences, as a unique grammar form has been the big and important problem of teaching. When the athour were teaching Chinese in Korea, it is found that although the Korean students start to learn the expression of existential sentences in the early stage, there exist many mistakes when students use the existential sentence.In order to help students learn this important grammar point better and faster, beside make less mistakes,this article is doing a data analysis of the mistakes students have made when using the existential sentence,including’有’existential sentence,’是’existential sentence,’verb+着’existential sentence,’verb+了’existential sentence and’appear&disappear’existential sentence.This data analysis is based on a questionnaire done by the students in the training institution where the author were, generalize the top 3 highest frequent mistakes are:wrong sequence, using the wrong auxiliary word and directional complement behind the verb and misuse of the word’有’and’是’.Based on the analysis, the author does a deep analysis from the cognitive psycho logy,learning strategy and teaching strategy based on second language acquisition theory and psychology. In the following, the athour compares the Korean existential sentence, studies situation of existential sentence the three main kind of textbook in Korea,and puts forward the strengths and weakness of existential sentence arrangements in these textbooks. In the end, this articles gives suggestions to teachers and students, puts forward the teaching points and teaching strategies specifically for the Korean students in forward to help Korean students learning existential sentence. |
