A Study On The Errors Of Interrogative Pronouns In Chinese Teaching For Koreans

In recent years,with the continuous development of teaching Chinese as a foreign language,national teaching has gradually emerged.Because of the influence of native language and native culture,students from the same country will have similar problems and characteristics when learning Chinese,which need to be paid attention to and considered by teachers of Chinese as a foreign language.The use of national teaching is conducive to teaching Chinese as a foreign language more efficiently.At present,Korean students account for a large proportion of foreign students in China,with the largest number.Therefore,teaching Korean Chinese is an important field worthy of academic attention,and the related problems of Korean learners in learning Chinese are universal.Especially when learning Chinese interrogative pronouns,they show many commonalities.As an important knowledge point in teaching Chinese as a foreign language,interrogative pronouns have always been concerned by researchers.The usage of interrogative pronouns in Chinese mainly includes interrogative and non-interrogative.Non-interrogative usage can be divided into arbitrary finger and imaginary finger.There are many kinds of interrogative pronouns in Chinese,some of which have similar meanings and forms.All of the above will lead to errors in the acquisition of interrogative pronouns by foreign learners.Therefore,this paper analyzes the errors in Korean learners’ acquisition of Chinese interrogative pronouns by means of corpus survey and questionnaire survey.We also interviewed some teachers who teach Chinese as a foreign language in Korea,and combined with their teaching situation,summarized the characteristics of Korean learners’ use of interrogative pronouns in spoken and written language.This paper consists of five parts,the introduction part,which introduces the origin,significance and investigation methods of this paper.The first chapter is the investigation of Korean learners’ learning of interrogative pronouns.Based on corpus,questionnaire and teacher interview,it makes statistics and analysis of Korean learners’ use of interrogative pronouns,learning situation and teachers’ teaching situation,and draws relevant conclusions.The second chapter,based on corpus and questionnaire survey,classifies Korean learners’ errors according to words,analyzes them in detail,and summarizes the types and causes of errors according to the interrogative usage and non-interrogative usage of interrogative pronouns.Based on the above investigation and analysis,this paper summarizes the reasons for the errors of interrogative pronouns of Korean learners.Negative transfer of mother tongue leads to disorder of word order and confusion in target language learning.The third chapter puts forward some teaching suggestions for Korean learners to learn interrogative pronouns,including avoiding average exertion in teaching,adjusting teaching according to style and paying attention to adopting comparative teaching.According to the above research,the conclusion summarizes the characteristics and errors of Korean learners in learning interrogative pronouns,analyzes the causes of errors and puts forward relevant teaching suggestions.