An Investigation And Study On The Acquisition Of Chinese Positive And Negative Questions By Junior Korean Students

As one of the most frequently used types of Chinese interrogative sentences,the affirmative-negative questions are not only the focus of teaching Chinese as a foreign language,but also the grammar points that are prone to errors in the acquisition process of Korean students.However,at present,there are few researches on the acquisition of Chinese affirmative-negative questions by Korean students.In order to further explore the relevant acquisition and the causes of errors,the author will improve the acquisition of Chinese affirmative-negative questions by Korean students through this survey,so as to improve the learning efficiency of Chinese affirmative-negative questions by Korean students.This paper is mainly composed of four parts.The first part is the introduction,which mainly expounds the connotation of Chinese affirmative-negative questions,the research status and the research work related to the topic.The second part is a survey on the acquisition of Chinese positive and negative questions by Korean students.This part mainly elaborated the questionnaire design,the implementation method,the learner positive and negative question acquisition question survey basic result.The third part mainly summarizes the four kinds of errors in the process of Chinese affirmative-negative questions acquisition of Korean students and analyzes the causes of the errors.In this part,the errors in the process of Chinese affirmative-negative questions acquisition of Korean students are firstly divided into four aspects: Missubstitution,misadding the question word "ma",omission of components and improper word order are four errors and elaborated in detail.After that,the causes of the specific factors affecting the acquisition errors of Korean learners are analyzed,one is the learner factor,the other is the teacher factor,and the third is the learning environment factor.The fourth part is some teaching Suggestions on improving the acquisition effect of affirmative-negative questions.The first is the Chinese teacher teaching Suggestions.Teachers should adjust the teaching order and teaching emphasis,compare the sentence pattern characteristics of Chinese and Korean affirmative-negative questions,clarify the differences between Chinese and Korean affirmative-negative questions,create communicative context for practical teaching,and avoid common errors in the process of students’ acquisition.The second is learner acquisition advice.Learners should preview relevant knowledge before class,actively participate in exercises in class,and consolidate the teaching content after class,so as to improve the acquisition efficiency by themselves.