A Study On The Errors Of Korean Students’ Acquisition Of“V Qilai” Parenthesis At The Advanced Stage

Parenthesis is a common language component in modern Chinese.Its use can not only enrich and perfect the expression of sentences,but also better render emotions,set off the atmosphere and enhance expressiveness.As a subcategory of Chinese parentheses,the “V qilai” parentheses are frequently used.Even for Korean students in the middle and advanced stages,due to the different basic grammatical structures between Chinese and Korean,the over generalization of verbs and other reasons,there will be various errors in the use of “V qilai” parentheses,and it is still difficult to learn.From the perspective of second language acquisition,this paper explores the causes of errors in the learning of “V qilai” parentheses by Korean students in the middle and advanced stages,so as to carry out teaching design and put forward targeted teaching suggestions,which can provide effective reference for the teaching of Chinese parentheses.In this paper,the research on“V qilai”parentheses is divided into the following parts:first,the first part combs the current situation of modern Chinese parentheses,international Chinese parentheses teaching and the related research on“V qilai”parentheses,defines“V qilai”parentheses according to the specific research results of predecessors,and summarizes the grammatical function,significance and pragmatic characteristics of “V qilai”parentheses on this basis.Secondly,it investigates the errors in the acquisition of “V qilai”parentheses by Korean students in the middle and advanced stage.Through the statistics of the HSK dynamic composition corpus of Beijing Language and Culture University,the homework of Korean students and the spoken language corpus produced in their daily communication,six types of errors are obtained: construction error,wrong order error,omission error,error addition error,verb collocation error and discourse rhythm error.The causes of errors are expounded from three aspects: transfer,learners’ subjective factors and external factors.Finally,based on the perspective of error analysis,this paper designs the teaching of “V qilai” parentheses.This paper selects six representative “V qilai” parentheses to complete the teaching design,evaluates and reflects on the students’ classroom learning,after-school feedback and the shortcomings in teaching,and puts forward corresponding teaching suggestions.Based on theoretical analysis and teaching practice,this paper further confirms the unique role of “V qilai” parentheses in syntax,semantics and pragmatics.In the future teaching practice,it can not only guide students to correct errors in the teaching process,but also grasp the teaching difficulties at the beginning of teaching.