本文爲了考察韓國學生對‘後來’的誤用情況，進行了HSK動態作文語料庫分析和兩次問卷調査。綜合語料庫的分析結果與問卷調査的結果我們發現，韓國學生在使用‘後來’時最大的問題就是不能正確區分‘後來’與‘以後’的用法，在‘後來’與‘以後’之間出現了誤代的現象。本文認爲，韓國學生之所以會犯‘後來’與‘以後’間的誤代錯誤，主要有三方面原因：一是對‘後來’與‘以後’間的語義差異欠缺正確的理解； 二是受母語負遷移的影響，主要體現爲受韓國語時間副詞‘나중에’的語義負遷移的影響；三是受中韓詞典和敎材中韓國語解釋的影響。最後本文基於韓國學生在使用‘後來’時出現的偏誤現象，幷且綜合‘後來’與‘以後’間的誤代原因從對外漢語敎學的角度提出了有效的敎學建議。

This paper analysed the errors of the usage of ‘houlai’ towards to the Korean students in the TCFL(Teaching Chinese As Foreign Language) viewpoint. First, we analysed the errors of the usage of ‘houlai’ relying on the HSK dynamic composition corpus and the questionnaires. Through the analysis we found that the Korean students usually tend to mix ‘houlai’ and ‘yihou’, leading so many errors. Then we found that there are three generated causes of these errors: the first one is the lack of understanding the semantical differences between ‘houlai’ and ‘yihou’, the second one is the influences by the transfer of the native language, and the third one is the influences by the interpretation of Chinese-Korean dictionary and Chinese textbooks. Therefore, we tried to give some reasonable and feasible proposals relying on the causes of the errors between the usage of ‘houlai’ and ‘yihou’.