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Adverb ‘也’ is a word with high frequency. In CCL corpus, ‘也’ is the most frequently used adverb, accounting for 18.54%. In the teaching of Chinese as a foreign language, ‘也’ is also a word with high frequency. It is a basic vocabulary that appears from the beginning. In all human languages, the concept of ‘也’ is indispensable, and corresponding expressions can be found. But even this seemingly simple adverb is often a problem for non-native Chinese learners, where errors easily occur, especially the word order of ‘也’ in sentences, Korean Chinese learners are no exception.
There are many reasons for the errors in the word order of ‘也’, such as its inherent complexity, the negative transfer of source language, ignored grammatical explanation and etc. Based on the wrong-order sentences of Korean candidates in HSK Dynamic Composition Corpus and the error collected by the author in the past experience in teaching Korean Chinese for many years, this paper try to sort out the word-order errors of ‘也’ of Korean Chinese learners , and contrast the syntactic structure and pragmatic functions of the Chinese adverb ‘也’ and the corresponding Korean expression “도”. Through deep comparison of language in other aspects, we can find out the specific reasons for the errors and put forward more targeted teaching countermeasures.
There are many reasons for the errors in the word order of ‘也’, such as its inherent complexity, the negative transfer of source language, ignored grammatical explanation and etc. Based on the wrong-order sentences of Korean candidates in HSK Dynamic Composition Corpus and the error collected by the author in the past experience in teaching Korean Chinese for many years, this paper try to sort out the word-order errors of ‘也’ of Korean Chinese learners , and contrast the syntactic structure and pragmatic functions of the Chinese adverb ‘也’ and the corresponding Korean expression “도”. Through deep comparison of language in other aspects, we can find out the specific reasons for the errors and put forward more targeted teaching countermeasures.
목차
Ⅰ. 序言
Ⅱ. “也”在汉语句子中的基本语序
Ⅲ. “也”的语序偏误分类及迁移影响
Ⅳ. 结论
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