存现句是汉语中的重要句式之一，常用于描写、解释中。繁多的种类和特殊的结构使存现句成为汉语作为第二语言学习中的难点，本文考察母语为韩语的学习者习得汉语存现句的情况。首先，本文对前人研究存现句的情况进行了梳理和总结，确定了研究方向。然后，根据本体研究成果和《高等学校外国留学生汉语言专业教学大纲》，确定所考察的四类存现句为：“有、是”句、隐现句、一价动词存在句和二价动词存在句；收集韩国留学生的自然语料，结合他们所用汉语教材的分布，分析其使用情况，并对偏误进行分析、统计和排序，最终确定韩国留学生汉语存现句的习得难点。为了避免策略的干扰，本文进一步通过问卷测试来分析韩国留学生对存现句的习得情况，设置三种类型的任务分别考察学习者对存现句的理解、自主使用和翻译情况。最后，研究结果显示，母语为韩语的第二语言学习者习得汉语存现句时有如下规律：1）学习者对存现句的使用率和正确率之间没有必然联系；2）在四类存现句中，学习者对“有、是”句的习得情况最好；隐现句中，“出现”类习得明显好于“（V.＋）趋向动词”类；在一价动词存在句和二价动词存在句中，表静态意义动词构成的句式习得先于表动态意义动词构成的句式；3）存现句中A段名词处所意义的构成、B段动词后对助词的选择、C段名词的有定与无定是汉语存现句习得中的三个难点，但是其难度不同；4）在不同的任务条件下，韩国学习者对存现句的使用情况不同，在提供特定动词结构的语境中，他们能够使用一价动词存在句和二价动词存在句，但是在无语境条件下，他们更倾向使用SVO句；5）典型顺序策略（SVO语序）、动词意义特征、处所短语的构成方式是影响韩国学生汉语存现句习得的重要因素。同时，根据研究结果，本文提出教学建议：第一，明确使用情境，清楚讲解结构；第二，针对重点难点，合理安排教学；第三，教材应注释清楚，练习有效。

The existential sentence is one of the important sentence patterns in Chinese, often used to describe and explain. The variety of category and special structure make it a difficulty in learning Chinese as a second language. This thesis examined the acquisition of Chinese existential sentences by Korean learners.First, we reviewed and summarized previous studies of existential sentences and determined the research direction.Then, by reference to achievements of ontology research and “ the higher school research achievements of foreign students Chinese teaching outline”, we categorized existential sentences into four types as: "you/shi "sentence, fugitive sentence, one-valence verb existential sentence and bivalent verb existential sentence. We collected natural corpus of Korean students; and with reference to the existential sentence distribution in their textbooks, we examined their use of the target sentences, analyzed the errors statistically, and finally determined the difficulties of Chinese existential sentence acquisition by Korean students.In order to avoid the interference of the strategies, questionnaires concluding three tasks to inspect separately the understanding, using consciously and translation were employed and the answers were analyzed.The results revealed the rules of acquisition of existential sentences by the Korean students as follows: (1) there is no relevance between use rate and correct rate; 2) the "you/shi "sentence type is the best acquired one in four; in fugitive sentence, the type of "appear" was significantly better acquired than the type of "(v. +) directional verb"; In one-valence verb and bivalent verb existential sentence, the patterns composing stative verbs was acquired earlier than the ones composing dynamic verbs. 3) in existential sentence, noun premises composition in section A, the selection of auxiliary words after verb in section B, and the choosing from definite noun and indefinite noun in section C are the three difficulties at different level, 4) in different tasks, Korean learners’ using of target sentences varied. In the context of the specific verb structures were given, they succeeded to use one-valence verb and bivalent verb existential sentences, otherwise they tended to use SVO sentences; 5) typical order strategy (SVO sequence), the meaning characteristic of verbs, the formation of locative prepositional phrases are important factors that influenced the acquisition of Chinese existential sentences by Korean students.To conclude, in the light of results of our study, this thesis put forward some pieces of teaching advice: First, explain the using condition and structure clearly. Second, arrange teaching reasonably according to the difficulties. Third, note the teaching materials clearly and practice effectively.