The number of Chinese students who are willing to study Korean as a second language has gradually increased since the treaty of amity in 1992. This article aims to minimize their frequent errors within short term through extracting errors which Chinese students made while studying Korean as a target language and analyzing the reasons in detail, to act up to the longing for learning Korean well. The causes of errors can be roughly divided into 5 types: errors made by native language, over-generalization, lack of knowledge about target language, teaching guidance, and escape strategy. To sum up, the errors of the postposition, the ending of a word and the tense are numerous in an aspect of both the cause and pattern of errors; the patterns of Chinese style expression and character, incorrect expression of idioms are numerous although the causes of errors are few; and the errors of adverb, verb and phrase are numerous although the patterns of errors are few. Therefore, I ask Korean lecturers to teach Korean, focusing on those error points and error sentences with minute preparation in advance.