An Investigation On The Comprehension Acquisition Of Chinese And Korean Homographs Of Korean Learners Of Intermediate And Advanced Chinese Levels

In South Korea,the use of Chinese characters has been around for a long time,and many Chinese characters are still active in Korean language life.Some of the Chinese characters are marked wi th the same Chinese character numbers as the Chinese characters,which are called Chinese and Korean homographs.With the continuous development of language,the meanings of some Chinese and Korean homographs in Chinese and Korean have changed,and the part of speech and syntactic functions in the two languages are also different.According to the similarity of word meaning,this paper divides the Chinese and Korean homographs into five categories:A1(Chinese and Korean meanings are the same),A2(Chinese meanings are more than Korean),and A3(Chinese meanings are less than Korean),A4(There are the same and different meanings between Chinese and Korean words),A5(Chinese and Korean meanings are completely different).According to the degree of similarity between part of speech and syntactic function,Chinese and Korean homographs are divided into two categories B1(Chinese and Korean part of speech and syntactic functions are the same)Functionally identical homographs)and B2(There are different parts of speech and syntactic functions between Chinese and Korean words).The "understanding acquisition" discussed in this paper refers to the acceptance of input knowledge by students in the process of second language acquisition,which is different from the output of second language knowledge such as sentence making and writing.Combining the previous researches on Chinese and Korean homographs and the biases in the interlanguage corpus,this thesis focuses on the intermediate Chinese level Korean learners and advanced Chinese proficiency Korean learners,mainly studying their comprehension in Chinese and Korean homographs.The following questions are obtained:(1)Whether the degree of similarity of words has a significant influence on the comprehension acquisition of Chinese and Korean homographs,and which types of Chinese and Korean homographs are most difficult to learn in Al,A2,A3,A4,and A5.(2)Whether the degree of similarity between part of speech and syntactic function has a significant influence on the comprehension acquisition of Chinese and Korean homographs.Among B1 and B2,which type of Chinese and Korean homographs are the most difficult to learn.(3)What are the differences in the comprehension acquisition of Chinese and Korean homographs among intermediate Chinese learners and advanced Chinese learners?What are the reasons for the differences?This paper uses a combination of questionnaires and interviews.Firstly,50 Chinese and Korean homographs were selected as the target words,and a test questionnaire was prepared.The Chinese and Korean homomorphic comprehension acquisition tests were conducted for intermediate and advanced Chinese learners,and the test resul ts were quantitatively analyzed and combined.The comparison of Chinese and Korean vocabulary and interview results further analyze the reasons for the formation of comprehension acquisition characteristics.The intermediate and advanced learners in the Chinese and Korean language as the independent variable A,the target words are divided into five groups:A1,A2,A3,A4,A5,with the degree of word and syntactic function as the variable B,the target words are divided into two groups B1 and B2.With the intermediate Chinese level and advanced Chinese level,the learner’ s comprehension acquisition effect as a dependent variable leads to the following conclusions:First,the similarity of the meanings of Chinese and Korean homographs in Chinese and Korean has a significant impact on the understanding acquisition of intermediate learners and advanced learners.The A1 class has the best acquisition effect,and the A3 class has a relatively low acquisition effect.Second,the similarity between the part of speech and the syntactic function of Chinese and Korean homographs in Chinese and Korean has no significant effect on the comprehension acqui sition of intermediate learners and advanced learners.However,advanced learners have a better understanding of the understanding of target words with different Chinese and Korean part of speech dand syntactic functions.Third,the influence of the similarity of Chinese and Korean homographs in Chinese and Korean on comprehension acquisition has two di fferences between intermediate learners and advanced learners.On the one hand,the learning effects are different:the intermediate learners are A1>A4>A5>A2>A3,and the advanced learners are A1>A4>A2>A5>A3;on the other hand,the differences between the categories are significantly different:for intermediate learning For example,Al,A4,and A5 are significantly different from A2 and A3.There is a significant difference between A2 and A3,but there is no significant difference between Al,A4,and A5.For advanced learners,A1 and A2.There was a significant difference between A3,A4,and A5,but there was no significant difference between A2,A3,A4,and A5.Fourth,from the intermediate level to the advanced level,Korean learners’ ability to understand comprehension in different categories of Chinese and Korean homographs is not balanced.The promotion of A2 and A3 is more significant than that of A4 and A5,and the improvement of B2 is more significant than that of B1.Combining the results of data analysis with interviews with Korean learners,the reasons for this analysis are as follows:(1)The migration of mother tongue(Korean)has different Chinese language learners and different types of Chinese and Korean homographs.Different performances;(2)The comprehension of different types of Chinese and Korean homographs is different from the difficulty of promotion.(3)There are differences in grammatical awareness between intermediate learners and advanced learners.(4)Learners will have a forgetting phenomenon due to insufficient practice or untimely review.Based on the above experiments and analysis results,this paper believes that the following points can be noted for the teaching of Korean and Korean homographs of Korean students:First,improve the sensitvity of learners to Chinese and Korean homographs,establish the classi fication system and framework of learners Han-Han and homographs,enhance learners interest and confidence,and strengthen their comparative analysis and memory of Chinese and Korean meanings.Secondly,pay attention to the stage of the teaching of Chinese and Korean homographs,from easy to difficult,step by step.In addition,pay attention to the combination of comparative analysis and morpheme teaching.In the teaching of homonymous words in Chinese and Korean,the author focuses on the comparative analysis of the meanings of Chinese and Korean words,and guides students to systematically grasp the homonyms of Chinese and Korean through the comparative analysis of morphemes.In addition,pay attention to the combination of grammatical knowledge to promote the development of understanding acquisition ability and output ability.Through the series and contrast of knowledge,combined with training,sentence training and other forms to help students complete the output of sentences,improve the language use and expression ability of Korean students.