A Study On The Acquisition Of Existential Sentences In Chinese For Korean Students From The Perspective Of Discourse

In the process of teaching Chinese as a foreign language,existential sentences are one of the most important difficulties in teaching and learning.This paper analyzes the corpus of existential sentences from Korean students from the perspective of discourse,and concludes that learners use the existential sentences "有","是","V 着 " and " V 了 ",including isolated sentences and discourse errors,and discusses the reasons for learners’ errors,and suggests corresponding suggestions for teachers’ teaching and students’ learning.The formula of typical Chinese existential sentences can be analyzed from the perspective of the "constructional-block" theory as "existential place-existential mode-existential object"."The structural formula of these four subcategories of Chinese existential sentences in Korean is "existential place-existential object-existential mode",but there are some similarities and differences between the Chinese existential sentences and their Korean counterparts.However,there are some similarities and differences between the Chinese and Korean existences.The main differences are that the nouns in Korean existential sentences are usually followed by the auxiliary "(?)" or "(?)",and can be followed by the topic marker "(?)/(?)”;in Korean These are different from the Chinese language,and these differences may lead to misconceptions in the acquisition of Chinese existential sentences by Korean students.The sentence "是" is exclusive,while the sentence "有" can list more than one person or thing;"V 着" and "V 了" existential sentences not only express the meaning of existence,but also can further describe the specific situation of the existence of people or things through the change of verbs;in the discourse,these four subcategories of existential sentences are usually used alternately and complement each other.The discourse functions of existential sentences are mainly expressive and structural,with the descriptive function being the most important expressive function of existential sentences and the structural function being mainly contextual and introductory.A statistical analysis of the use of Chinese existential sentences by Korean students in the corpus shows that "有" is the most frequently used subcategory of existential sentences by Korean students,and among the types of errors,the most frequent are the errors of mis-adding and omission.From the perspective of the discourse of Chinese existential sentences,Korean students’ errors in acquiring Chinese existential sentences include ambiguous background information,confusing spatial relations,improper articulation and single discourse form.The potential causes of the errors include the influence of the native language,the over-generalization of the target language rules,and the lack of general knowledge of Chinese discourse.As teachers of Chinese as a foreign language,they should pay attention to teaching the syntactic differences of different types of existential sentences in Chinese and pay special attention to strengthening the discourse training of Chinese existential sentences.