Writing Error Analysis of Korean-Speaking Learners of Persian at the Elementary Level: A Review of Orthographic Errors

Writing Error Analysis of Korean-Speaking Learners of Persian at the Elementary Level: A Review of Orthographic Errors

Error analysis seeks the linguistic errors and their sources and reasons to facilitate the process of language learning. Due to the growth of Persian language teaching as a second/foreign language, many studies have been conducted in this field to help teaching and learning. The present study analyzes the orthographic errors of Korean-speaking learners of Persian at the elementary level through the error analysis approach and uses the field method. It aims to determine the orthographic problems to find some solutions. Therefore, 84 writings of 21 language learners were collected and analyzed, and then the errors were classified using error analysis frameworks proposed by Dulay et al. (1982), Zia Hosseini (1994), and Keshavarz (1999). Among all the orthographic errors obtained, 84.96% were identified as phonological processes in making errors, of which 64.61% were in the consonant field and 35.39% were in the vowel field. Errors related to the Persian script also accounted for %15.04 of orthographic errors. The errors were divided into four processes: substitution, addition, deletion, and incorrect order, and the findings show that errors caused by substitution have the highest frequency of occurrence.