한ㆍ영 대조를 통한 한국어 연어 교육의 효과 연구

This study was conducted for Korean language learners trained by meta-language in English. The purpose of this paper is to suggest a list of contrasting collocations between Korean and English for Korean education and to demonstrate the effectiveness of contrastive education through an experiment. Eight-hundred-ninety-six collocations for Korean education were selected from preceding studies and contrasted with English equivalents. Contrasted collocations were classified into corresponding stages and five levels of difficulty. Based on this classification, an experiment was designed to examine the effectiveness of contrastive education using error analysis. As a result, first hypothesis that teaching Korean collocations by contrasting them with English equivalents is effective for Korean language learners trained by meta-language in English was confirmed. Second hypothesis that contrastive education is effective for learners from non-English-speaking regions proficient in English was also established. However, third hypothesis that levels of corresponding stage and difficulty through contrastive analysis on Korean and English collocations coincide with difficulty of learning was not confirmed.