A Study On Korean Students’ Acquisition Of Chinese "Wei" Purpose Complex Sentences

In teaching Chinese as a foreign language,complex sentences are the key and difficult points in middle and advanced learning.South Korean students often make mistakes in the purpose complex sentences and express themselves in confusion.Based on the existing theories and research results of the purpose complex sentences,this paper analyzes the acquisition of the purpose complex sentences of "Wei（为）" by Korean students with reference to the compilation and grading of relevant markers in syllabi and textbooks by statistical data of "HSK Dynamic Composition Corpus" and "Global Chinese Interlanguage Corpus Construction and Application Comprehensive Platform".The main conclusions are as follows:First,the differences between Chinese and Korean purpose complex sentences of "Wei（为）" in the connection of complex sentences,clause sentence selection,semantic nature and tendency,may bring a series of difficulties to Korean students’ acquisition.Semantically,the Chinese purpose complex sentences of "Wei（为）" has two semantic structures and semantic focus pattern,while the Korean purpose complex sentences of "Wei（为）" has a single semantic structure and only focuses on the behavior clause.Grammatically,the position of the Chinese purpose correlatives of "Wei（为）" can be divided into three categories,while the end of the purpose correlatives of "Wei（为）" in Korean is always fixed between two clauses.Pragmatically,Chinese complex sentences with the purpose of "Wei（为）" can emphasize a certain clause by exchanging the position of clauses before and after,while the sequence of clauses in Korean cannot be changed.Compared with the Korean purpose complex sentences of "Wei（为）",the Chinese purpose complex sentences of "Wei（为）" is more flexible and changeable,which is difficult for Korean students to learn.Second,Korean students’ acquisition of complex sentences for the purpose of "Wei（为）" is not very optimistic.From the perspective of the use preference of association markers,Korean students use only "Wei（为）" markers,while the usage rate of "to" is as high as 83.47%.From the perspective of error rate,the error rate of "Wei（为）" complex sentence is not low,which is 34.3%.In terms of error types,clause error and associated marker error are more common.It is found that the main causes of errors are the confusability of target markers,the complexity of Chinese complex sentences and the difference of logical connection between Chinese and Korean "Wei（为）" type of target complex sentences.Third,the arrangement of"Wei（为）"complex sentences in each syllabus is basically the same as that in HSK Standard Course,and they are all learned from the intermediate stage.However,the selection of associated marks and grading of each outline are not uniform,the structure and usage of the purpose complex sentences are not systematically explained in the Tutorial,and the commonly used"for（为了）"purpose marks are not fully covered.In addition,the number of exercises and repetitions is small,and the assignment of questions is simple.This paper puts forward some feasible suggestions on the compilation of TCFL textbooks for complex sentences of the"Wei（为）"category.For example,it is suggested to add explanatory plates for the purpose complex sentences and related"Wei（为）"type of purpose markers,and appropriately increase the number of exercises and reoccurrence of purpose complex sentences of"Wei（为）"in textbooks,in order to provide some reference value for the compilation of TCFL textbooks.