숙달도에 따른 중국인 학습자의 연어 습득 연구 - 목술 관계 중심으로 - = A Study of Chinese Learners` Korean Collocation Acquisition According to Sufficiency -Focus on the Structure of Predicate and Object-

다국어 초록 (Multilingual Abstract)

The importance of vocabulary should not be overlooked in order to improve the ability of Chinese learners to communicate in Korean. Learning a lump of vocabulary is more efficient than learning a vocabulary one by one. Chinese learners have a lot of errors when using the Structure of Predicate and Object because they are not good at distinguishing the meaning of the Korean and Chinese words, or because they do not know the meaning of the Chinese vocabulary in Korean. Therefore, this study examined the acquisition patterns of the Structure of Predicate and Object according to Korean proficiency in Chinese learners, and suggested suggestions and suggestions for training the Structure of Predicate and Object to Chinese learners.
First, I examined the studies on Korean Collocation in existing Chinese. Previous studies have mainly analyzed the errors of Chinese learners` use of Korean Collocation, and there is only one study on acquiring Korean Collocation according to proficiency. Especially, although there is a high error rate of the Structure of Predicate and Object, there is no research centering on the Structure of Predicate and Object related to kelp. Therefore, it is necessary to study about the Structure of Predicate and Object.
Second, we examined the correspondence patterns of the Structure of Predicate and Object in Korean and Chinese. The Korean and Chinese predicates can be divided semantically into one to one, one to many, and many to many. The differences in meanings between Korean and Chinese words, the diversity of meanings of meanings, and the difference in meanings between Korean and Chinese vocabulary are the causes of mistakes in Chinese learner `s using of the Structure of Predicate and Object.
Third, the experimental study was based on the Sejong Electronic Dictionary and selected 33 transitive verbs according to the frequency of use. And to translate the Chinese `predicative + object` Collocation corresponding to 33 transitive verbs into Korean `object + predicate`. And the analysis of error patterns shows that the causes of error are mainly influenced by mother language and target language. Elementary learners are often influenced by their mother tongue, and there are many mistakes due to differences in meanings of mother tongue and meanings of mother tongue. The higher the level of the Korean language, the greater the influence of the target language than the influence of the mother tongue. According to the mastery, the error rate of the Structure of Predicate and Object is lowered and accuracy is improved.
Fourth, the limitations and implications of this study are suggested. The implications of educating Chinese learners about the Structure of Predicate and Object are as follows. First, they are taught in the form of chunks of nouns and verbs. Second, it shows what nouns can be combined with each other when presenting synonyms or plurals. Third, when you are teaching Korean autographs and transitive verbs, they explain the features of autobiographical and transitive verbs morphologically. Fourthly, it explains the meaning difference between Chinese verbs corresponding to Korean verbs. Fifth, it is necessary to explain the difference of meaning in Korean and Chinese when Chinese characters appear by reducing the error expressed by one-to-one translation of Chinese characters. This study was left with only 6 Chinese learners who are studying Korean. And the fact that only 30 of the narratives are selected is also a limitation. Although this study has many deficiencies, it is hoped that this study will help Chinese learners to learn the Structure of Predicate and Object a little.