Based on the QQK Corpus — Mistake Analysis of Korean Students’ Momentum Complement “次” and Teaching Designs

Abstract

Momentum complement “次” plays an important role in the daily communication of Chinese as Second language learners. This paper searches and extracts the QQK corpus of Korean students’ use of the momentum complement “次”, and analyses the corpus in terms of the four types of mistakes: omission, misordering, substitution, and misaddition. The three main reasons for the mistakes are summarised in the corpus: negative transfer of mother tongue, negative transfer of target language and the influence of learning communication strategies. Based on this, a practical teaching design is proposed to optimise the learning path of Korean students in the learning of the “次” of the momentum complement.