Error Analysis Of Korean Students’ Acquisition Of The Chinese And Korean Homographic Noun

Since the proportion of Chinese characters in Korean is very high,and many Korean words introduced from Chinese characters are composed of the same morpheme,Korean students seem to have an advantage compared to students from other countries in learning Chinese.However,while some Korean words introduced from Chinese words and Chinese words have the same meanings,meaning differences are quite great in other cases.We generally refer to the former case as "Isomorph Synonym" and the latter as "homograph".Between them,the "homograph" has led to some negative transference for Korean students learning Chinese.Therefore,the purpose of this thesis is a comparative and analysis of Chinese and Korean homographic nouns in the New HSK6 vocabulary syllabus,to discover the reasons that Korean students make errors in Chinese-Korean homographs and to put forward some teaching strategies accordingly.This paper mainly adopts the method of comparison,literature research and questionnaire investigation.The introduction section of the first chapter establishes the rationale for the choice of topic,the significance of this research,the research scope and method,and a literature review.The second chapter classifies Chinese-Korean homographic nouns into four types,based on a case study of the New HSK6 noun as an example.Notably,22 select nouns that had ChineseKorean homographic incurred a relatively high number of errors for Korean learners,according to "HSK dynamic composition corpus 2.0" and "New HSK6 vocabulary syllabus" and analysis.The third chapter,discusses the questionnaire that was compiled,which collected data from Korean students of high level Chinese,and analyzes the result of the questionnaire on the errors in Korean students’ acquisition of Chinese and Korean homographs.Based on previous studies about second language learning errors as well as second language acquisition theories,the fourth chapter summarizes the causes of these kinds of errors and puts forward teaching strategies of Chinese-Korean Homographs for Korean students.The conclusion in the last chapter recaptures the main contents and conclusions of this paper,as well as outlining the limits of my research.The results of this paper show that among the four types of homographs in Chinese and Korean,there was the biggest error about "partial homographs-Chinese words are richer than Korean in meaning".The second are "fully same Chinese-Korean homographs" and "partial homographs-Korean words are richer than Chinese in meaning",lastly "both language Chinese and Korean words have other meanings".I hope that this study will not only provide some inspiration to teach Korean students Chinese vocabulary,but that it will also serve as a reference for practical teaching strategies.