Interlanguage Corpus-based Study On Korean Students’ Acquisition Of Temporal Complement At Intermediate-level

Chinese is one of the most spoken languages in the world.With the development of China’s economy,it also has a high influence in the world.Many foreigners are learning Chinese.Due to the historical and geographical reasons,South Korea has always had close relationship with China,especially in the cultural exchange.In recent years,the number of Korean students studying Chinese in China has been increasing year by year,and as a result the study on Chinese teaching for Korean students has become a hot topic.Grammar teaching is the most important part in teaching Chinese as a foreign language.Complement is the most special grammatical field in Chinese grammar.As a part of complement,temporal complement can indicate the duration of the action and the time it takes to complete the action.Chinese people can make flexible choices according to the context when they use temporal complement in daily life;while it is hard for Korean students to acquire it due to its complex structure and usage,which faces great difficulties in the process of acquisition.Previous relative researches of temporal complement mainly focused on temporal complement itself,while a few of them related it to teaching Chinese as a foreign language.Temporal complement is an important grammar in Chinese grammar system and Korean students frequently make mistakes in learning and using it,which has not been paid enough attention yet by the academic circle.Therefore,with the help of interlanguage corpus and by the comparison of the differences in relevant expressions between Korean and Chinese,we hope to explore the error tendency of Korean students in the acquisition of temporal complement,deeply analyze the error reasons and expand the teaching strategies of Chinese to Korean students with a view of providing some references for teaching Chinese as a foreign language.Taken the written language corpus of Korean students at the intermediate level as the objects and combined with the error analysis in the field of second language acquisition and the relevant knowledge of Chinese grammar,this thesis explores the acquisition rules of temporal complement in written Chinese by means of corpus,statistical analysis and comparative analysis.According to the statistics and analysis of the use of temporal complement for Korean students at the intermediate level,it is concluded that the error ratein temporal complement acquisition for Korean students is in the following order from high to low(error concentration): wrong sequence,misuse,wrong substitution,omission,wrong addition.Reasons of such errors include effect of learning strategies and communicative strategies,except negative transfer of native language and generalization of target language;finally,we put forward suggestions on the teaching of temporal complement in terms of teaching material design and compilation and classroom teaching strategies.The thesis not only enriches Chinese teaching researches for overseas students based on the inter-language data-base,especially is significant for Chinese teaching of Korean students;but also drives the deep research of the temporal complement of Chinese.