중국어권 한국어 학습자의 어휘 오류 연구

Error Analysis of Chinese Learners of Korean Language: Focus on Source Analysis of Content-based Errors

Research on error analysis in Korean language education focuses on the judging and recording of manifested errors within learners’ written works. For assessing error frequency, error analysis targets ‘local errors (errors that are “understandable” or “anticipatory” from students of various levels while learning to write).’ However, in foreign or second language education, where achieving communicative competence is the primary goal, unveiling those factors that “minimize” proper communication is of utmost importance. From Chinese learners, for instance, we are discovering global errors. These errors are committed by learners due to differences in the basic understanding and use of words that are based on the fundamentally different etymology of Chinese characters. For this paper some 500 written works by Chinese students were analyzed and compared. Assessed errors were divided into spelling errors and content-based errors; the latter category was then divided further into native tongue-interference assisted errors and developmental errors. In short, classifications of error ratios according to levels were as follows: 1) Spelling errors to content-based errors Beginners: 78%:23%, Intermediate: 20%:80%, Advanced: 36%:64% 2) Native tongue-interference assisted errors to developmental errors to unique error Beginners: 11%:87%:2%, Intermediate: 21%:69%:10%, Advanced: 29%:71%:1%.