일본인 한국어 학습자의 작문에 나타난 주격조사 오류 연구

Error Analysis of Subject Case Particles ‘-이/가’ by Japanese Learners of the Korean Language

This paper discusses an error analysis of nominative case markers ‘-이/가’ committed by Japanese learners of the Korean language. We surveyed the written samples collected from beginners to advanced level Japanese students. Learner fluency is emphasized in the communicative teaching method, but in the context of accuracy, that fluency becomes highly questionable. In that regard, collected written samples are a valuable tool to analyze errors committed by learners. Learners of a second language commit all kinds of errors while acquiring it. Japanese learners, for instance, learn the Korean language relatively faster than others but also commit many errors due to the resemblances and similarities between the two languages. As in the case of topical case markers ‘-이/가’, Japanese learners often confuse them with postpositional particles ‘은/는.’ This error continues to manifest in the writings of advanced level students. Those gleaned errors were organized according to their types and analyzed for the possible causes. The ample written samples used in the paper were collected from topic-based prompts (writing tests and workbook exercises) as well as free topic-based prompts (personal journals and sentence writing drills) for an in-depth look. The pseudolongitudinal analysis method was used to analyze the errors of nominative case markers and the developing process in Japanese learners; it proved quite effective to analyze the samples across the board from beginners, intermediate and advanced levels. The purpose of this paper isn’t in the error analysis but to provide adequate and proper ways to offer feedback for teachers to carry out effective teaching. Constructive and systematized feedback is an effective tool to minimize learner errors.