汉语量词的数量繁多且用法复杂，其中名量词在量词中数量最多，而且与名词的搭配关系也相对更为复杂，因而名量词成为留学生学习汉语中的一大难点。汉、韩名量词在对应上又存在同中有异的现象，这更加大了韩国留学生学习汉语量词的难度。本文通过对问卷调查和作文语料的分析，考察不同阶段的韩国学生对汉语名量词的使用情况，对韩国学生学习汉语常用名量词时产生的偏误进行了总结，并找出形成其偏误的原因。在此分析的结果上，结合汉语教材中对量词呈现情况的考察，对量词的教学方法和教材编写提出一些改进方案。本文的研究内容大致分为4个部分。第一、我们对不同阶段教材中的名量词进行考察发现，教材中对名量词的解释过于简单，而且各阶段名量词分布不太均衡。第二、通过对学生的作文语料和问卷调查结果的分析我们发现，韩国学生使用名量词时产生的偏误主要有“误加”、“遗漏”、“误代”、“语法错误”这四种类型，其中“误代”偏误最多，同时“个”泛化现象也普遍出现。另外，近义名量词的辨析、修饰抽象名词的名量词以及借用量词是韩国学生的学习难点，即使到了中高级学习阶段掌握情况也不太理想。第三、这些偏误产生的原因多样，主要是由母语负迁移、目的语负迁移、教材编写上的问题造成的。第四、针对上述问题，我们认为需要加强汉、韩名量词的对比研究，通过这些对比研究教师应把握韩国学生的学习难点，对不同学习阶段的学生采取不同的教学方法。此外，在教材设计中，应该按照词汇难易程度来安排名量词，同时重视名量词解释及近义名量词的辨析。

The use of Chinese measure words are both rich and complex. Noun measure words account for the majority of measure words and their collocation relationships with other nouns are very complicated. Thusly, noun measure words have become a point of difficulty for international students. The fact that there exist many similarities and differences in the correspondence between Chinese and Korean measure words only further raises the difficulty of learning Chinese measure words for Korean students.This thesis aims to categorize the different types of errors made by Korean students learning commonly used noun measure words, as well as the causes and reasons behind the errors, through a thorough analysis of a corpus of Korean students’ essays as well as a questionnaire survey analysis.In addition, this study investigates the various ways measure words show up in a compilation of teaching materials, as well as propose improved methods of teaching and textbook writing.This thesis is comprised of four main parts. In the first part, we investigated noun measure words in the teaching materials of different levels of Chinese. We determined that the explanation for measure words in these teaching materials were overly simple and an uneven distribution of noun measure words at different levels.In the second part, we discovered that the errors made by Korean students using noun measure words could fall into four main categories: Overuse, Omission, Misapplication, and Syntax Error. Of the four, Misapplication was the most common error. In addition, the generalization of “个” use was also widespread.In addition, differentiation of synonymic measure words, collocation of measure words with modified abstract nouns, as well as borrowed measure words were all points of difficulty for Korean students, even for advanced learners. In the third part, we analyze the diverse amount of reasons for these errors, including the Negative Transfer of the Mother Tongue, Negative Transfer of the Target Language, as well as problems in the writing of teaching material.In the fourth part, we suggest strategies to help solve the aforementioned problems, such as strengthening the comparative studies of Chinese-Korean noun measure words. Through comparative studies, teachers should be able to discover the difficulties that students face, and then come up with different teaching strategies to accommodate different stages of study.In addition, the design of textbooks should consider the degree of difficulty of its lexical terms when arranging noun measure words. Other than that, textbooks should further emphasize the explanation of noun measure words as well as the distinction between similar synonymic measure words.