This study shows the necessity of an effective teaching method that can help Chinese learners to communicate precisely in Korean, to avoid them using‘-eureo(-으러)’, ‘-euryeogo(-으려고)’ incorrectly. To achieve that, the differences between the usage of ‘-eureo(-으러)’, ‘-euryeogo(-으려고)’ by Korean native speakers and the errors made by Chinese learners are analysed in this study, based on the Korean corpus released by National Institute of Korean Language. The aspects that have to be considered to make the teaching method are discussed based on the result. The error analysis results of Chinese learners are as follows. Firstly, it is found that after showing students the grammar item, focusing on the morphological characteristics, reinforced input of various conjugation of verbs and meaningful practices are needed. Secondly, syntactic errors of using ‘-eureo(-으러)’, ‘-euryeogo(-으려고)’ are frequently found. For ‘-eureo(-으러)’, errors of violating grammatical restriction of preceding or following clauses are observed, interference from native language is also found. For ‘-euryeogo(-으려고)’, errors of preceding clause restrictions and sentence type restrictions are found. Student also find it difficult to understand the usage of ‘-euryeogo(-으려고)’ in expressing purposes. In this study, the way of how grammatical restrictions of ‘-eureo(-으러)’, ‘-euryeogo(-으려고)’ is presented in textbooks are analysed in terms of educational purpose. Educational materials for Chinese learners should include grammatical restrictions of preceding or following clauses for ‘-eureo(-으러)’, preceding clause restrictions and sentence type restrictions for ‘-euryeogo(-으려고)’ respectively. This study is meaningful in terms of describing an effective teaching method of ‘-eureo(-으러)’, ‘-euryeogo(-으려고)’ for Chinese learners at beginner level in morphological, semantical, syntactical, pragmatical aspects. (Hankuk University of Foreign Studies)