A Comparative Study Of Korean Chinese Characters And Chinese Words From The Perspective Of Second Language Teaching

The Korean peninsula was deeply influenced by Chinese culture.Before the creation of Korean hangul,Chinese characters had been borrowed for a long time to record the history of the nation.There are still a large number of Chinese-originated words in modern Korean,which is a advantage for Korean students to learn Chinese.However,these Chinese-originated words are constantly changing in the process of adapting to the local language environment.Nowadays,compared with Chinese vocabulary,these differences are quite different.These differences will have some interference with Korean learning of Chinese.Therefore,it is necessary to study Chinese-originated words and understand the similarities and differences with Chinese words through comparison.Based on previous studies,this article makes a detailed comparative analysis of Chinese words and corresponding Chinese-originated words in Korean junior high school Chinese textbooks.This article is divided into six parts.The introduction begins with the research background and current situation,and gives a general introduction to the research on Chinese-originated words.The first chapter focuses on the characteristics,historical development and origin of Chinese-originated words.In the second chapter,this article uses a comparative analysis method,starting from the comparison between Chinese words and Chinese-originated words,and focuses on the differences and similarities in terms of sound,form and meaning.In the third chapter,based on the comparison results,this article tried to objectively design a questionnaire on the mastery of Chinese-originated words and phrases,and selected a sample of students at Yunyan Middle School in South Korea for investigation.Based on comprehensive survey results and comparative results,this paper has conducted a dialectical analysis of the impact of Chinese-originated words.The similarities will have a positive effect on the positive migration of Korean students,and the differences will have a negative effect on negative migration.Based on the research in the previous chapters,this article tentatively puts forward teaching suggestions for Chinese-originated words in Chapter 4,focusing on the explanation and practice of teachers,the annotation and practice design in textbook writing.I hope that it can help Chinese teachers to give full play to the positive transfer of Chinese-originated words in teaching,reduce or avoid the impact of negative transfer on students,and help Korean students improve the quality of Chinese learning.The last part summarizes the research content of this article in the form of a conclusion and analyzes the deficiencies in the research.