This study analyzed the errors of the Chinese auxiliary verbs `能(neng)`, `會 (hui)`, `可以(keyi)`, the modal verbs of probability, that Korean students have difficulty learning, to find problems and suggest teaching methods.
Writing mistakes with the auxiliary verbs are classified into `usage error`, `omission error`, and `redundancy error`. Korean students make mistakes in `omission error` most frequently. This is because when Korean students study grammar they often focus on interpretation. Thus, when they write, if it is not interpreted into Korean, they tend to omit it. For `usage error`, it was found that the error type differs slightly depending on the auxiliary verb. Most of the cases were confusion due to the similar functions of auxiliary verbs and next most common cases were errors caused by the inability to recognize the relationship with co-occurrence. For `redundancy error`, errors occurred through writing with another unnecessary auxiliary verb. The additional auxiliary verb was often used when it could be expressed with an adverb.
In this paper, the difficulties of Korean students` modal verb learning were revealed through error analysis and teaching focusing on the modal function was proposed. In addition, it emphasized that the expression of Chinese modal verbs is not solely composed of auxiliary verbs and suggested a method to guide within the relationship for co-occurrence.