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초록· 키워드
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Based on personal teaching practice, this paper analyzes and investigates nearly 50000 words of Korean students’ writing corpus collected in Chinese writing class. Through quantitative and qualitative analysis, we find that “substitution” error and “omission” error are the two largest types of errors in the corpus. This paper mainly studies the errors of “omission”.
According to the corpus, Korean Learners’ omission errors mainly include: subject omission, predicate and object omission, attribute, adverbial and complement omission, adverb, conjunction and auxiliary omission. Among them, “subject omission” and “auxiliary omission” are the two categories with the largest number of errors, especially “subject omission”.
By further examining the subject omission errors, we find that the first person pronoun as the subject is the most likely subject omission for Korean learners of all different levels, while the omission of the subject in the whole sentence and the omission of the subject in the next clause in the case of the subject conversion are more likely to occur for Korean learners of lower level.
Secondly, in the omission errors of adverbs, conjunctions and auxiliary words, we focus on the omission of “Le” and “de” in the omission errors of auxiliary words. Combined with the research of other scholars, we think that Korean learners tend to omit the dynamic auxiliary “le1”, on the contrary, the modal auxiliary “le2” tends to have redundant errors. For the omission of “de”, the structural auxiliary “de1” is more prone to omission errors, and the modal auxiliary “de2” is more prone to redundancy errors.
Finally, we analyze the causes of Korean Learners’ omission errors and put forward corresponding teaching suggestions.
According to the corpus, Korean Learners’ omission errors mainly include: subject omission, predicate and object omission, attribute, adverbial and complement omission, adverb, conjunction and auxiliary omission. Among them, “subject omission” and “auxiliary omission” are the two categories with the largest number of errors, especially “subject omission”.
By further examining the subject omission errors, we find that the first person pronoun as the subject is the most likely subject omission for Korean learners of all different levels, while the omission of the subject in the whole sentence and the omission of the subject in the next clause in the case of the subject conversion are more likely to occur for Korean learners of lower level.
Secondly, in the omission errors of adverbs, conjunctions and auxiliary words, we focus on the omission of “Le” and “de” in the omission errors of auxiliary words. Combined with the research of other scholars, we think that Korean learners tend to omit the dynamic auxiliary “le1”, on the contrary, the modal auxiliary “le2” tends to have redundant errors. For the omission of “de”, the structural auxiliary “de1” is more prone to omission errors, and the modal auxiliary “de2” is more prone to redundancy errors.
Finally, we analyze the causes of Korean Learners’ omission errors and put forward corresponding teaching suggestions.
목차
1. 序言
2. “遗漏”偏误的具体情况
3. “遗漏”偏误产生的原因及相应的教学建议
4. 小结
参考文献
Abstract
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