By analyzing first-hand corpus，this paper classifies Korean students' acquisition of Chinese errors and expounds the causes of errors. Through the analysis and analysis of the corpus，there are four main types of errors in the process of learning Chinese by Korean students: the errors of the auxiliary words，the errors of the verb object separation words，the errors caused by the Chinese characters in the Korean languag e，and the errors of the adjective predicate sentences. In order to grasp the law of errors and further improve the quality of teaching，the following suggestions are put forward. First，when writing textbooks for Chinese as a foreign language，it is not reasonable to take my attitude as the main part of the world. We should emphasize， distinguish the students from each country，break the routine，write the textbooks according to the country，or enrich and improve the existing textbooks. Secondly，in the course of Chinese students' acquisition of typical errors in the process of learning Chinese，the classroom teaching should focus on the teaching，and repeatedly carry out targeted intensive training，and infiltrate error discrimination into the various aspects of Chinese teaching such as listening，speaking，reading and writing，helping students to deepen their understanding and lower the error rate. Third，mobilize the enthusiasm of the students，and guide students to compare the positive and negative transfer of Korean to Chinese. By comparing the similarities and differences between mother tongue and Chinese，we can improve learning efficiency and correct errors，and we can also achieve the effect of teaching and learning.