| Grammar teaching is a very important part of Chinese teaching.It's benefit for the Chinese learners' writing and oral expression.70% of Korean vocabulary derived from Chinese.So the difficulty in learning Chinese for Korean students is not the Chinese vocabulary,but the Chinese grammar,especially for the learners who are at Chinese elementary level.The study of Chinese grammar is crucial for the higher level of Chinese learning.Based on the theory of error analysis and contrastive analysis,this thesis describes and sorts the grammatical errors of Korean students at elementary Chinese level in Gwangyang Baekun High School,aiming to analyze the cause of grammatical errors.After analyzing the data of grammatical errors,we can know that the highest error rate during the same test and the highest recurrence rate during the several same interval examinations.According to the statistics,the author puts forward some suggestions to find out the most effective grammar teaching methods for Korean high school students at elementary level.This paper can be divided into five chapters:the first chapter is an introductory part.There is a summary of the literature review on the grammatical errors of Korean learners.The research idea and methods are related in this chapter.The second chapter introduces the situation of Gwangyang Baekun High School,including the curriculum,Chinese textbook,teaching mode and students' situation.The third chapter is centered on the analysis of linguistic data,which is collected in the Korean Gwangyang Baekun High School.After analyzing the data of grammatical errors,we can know that the highest error rate during the same test and the highest recurrence rate during the several same interval examinations.In the forth chapter,the errors are sorted into 4 types: disordering,misuse,omission and addition.Chapter 5 puts forward some specific practical grammar teaching principles and suggestions for Korean high school students at elementary level. |
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