In Korean language, grammatical relations are expressed through prefinal ending or transforming final ending. In Chinese language, on the contrary, they are explained through word order and empty words without changes in verbs just like an isolated la... In Korean language, grammatical relations are expressed through prefinal ending or transforming final ending. In Chinese language, on the contrary, they are explained through word order and empty words without changes in verbs just like an isolated language. Due to these differences, many Chinese learners of Korean language find it hard to express current time in Korean. In Korean language, in particular, the expression of current time is divided into three grammatical categories: tense, aspect and mood. Therefore, things become further complicated for Chinese learners of Korean. However, a tense would be more understandable if the characteristics of prefinal ending and adnominal ending are known. Conventional studies mostly focused on the expression of current time while it is still hard to find a study on the expression of current time for Chinese learners of Korean language. Therefore, this study conducted a questionnaire survey on the expression of current time against intermediate-level Chinese learners of Korean language and discovered many mistakes. This study targeted intermediate-level learners because the expression of current time is learned at the beginning level. Even so, the intermediate-level Chinese learners of Korean language still made a lot of mistakes in using current time. In Korean language, current time is expressed in three categories: tense, aspect and mood. In this study, however, the expression of current time was investigated in terms of tense and progressive aspect because in many s on tense and aspect recently released in China, the two categories weren’t separated from each other within the expression of time. In chapter 3, mistakes found in a questionnaire survey against intermediate-level Chinese learners of Korean language were analyzed, and the most frequent mistakes and most confusing parts were investigated. Both Korean and Chinese languages are somewhat common in using current time, but there are many differences. Because of them, most Chinese students make a lot of mistakes in using current time in Korean language. In this chapter, a pattern of mistakes in using current time and causes of these mistakes among Chinese learners of Korean language were analyzed. These mistakes can be classified as follows: omission, wrong selection of tense, mistake in stem combination constraints, wrong morphological recognition, mistake in usage and others. As a remedy for these mistakes, there should be a comparative explanation on linguistic characteristics between Korean and Chinese languages. In particular, there should be comprehensive curriculum for the expression of current time at the intermediate level. In a teaching method as well, the necessity of a bilingual teaching was emphasized. However, this study has limitations in that it primarily targeted intermediate Chinese learners of Korean language only. However, this study would be helpful to Chinese people in learning how to use current time in Korean language. ，韩语论文网站，韩语论文范文 |
