Earticle

This study aimed to examine the relationship between conference interpretation (CI) and note-taking through an analysis of notes produced by undergraduate students during CI classes. A comparison of the original speech, notes, and the interpretation was made to identify factors which impede accurate interpretation. This study specifically focused on the error types manifested by the students in order to identify teaching points at the undergraduate level of CI instruction. The results showed a pattern where students’ errors appeared to be concentrated in contre-sens or TL mistakes. Among the errors associated with note-taking practices, an analysis was performed on words that were either undeciphered or misdeciphered. Examples include omitting keywords written down during interpretation, misinterpretation of metaphors, grammar mistakes and/or awkward use of language due to source language interference, and misinterpretation due to ineffective arrangement of notes and loss of concentration. The relationship between errors commonly made by undergraduate students during CI and their note-taking practices was examined, and diagnoses were presented to help students improve their note-taking skills and interpretation. Also, educational implications and teaching points were proposed.

This study primarily aims at identifying and classifying the most frequently occurring error types in Korean university students’ written work. This study will also try to find some ways to prevent those errors by discussing the issue of error treatment. A total of one hundred and fifteen Korean university students participated for two consecutive studies. The writing samples were collected and errors were extracted from native speaker teachers’ error correction of student writing. After the errors were identified, they were analyzed based on a modified linguistic category taxonomy (Dulay, Burt, & Krashen, 1982). In this study, the most common errors were ‘Noun Phrase’ errors, followed by ‘Verb Phrase’ errors. This possibly suggests the existence of interlanguage and implies that the differences in the two language systems or the absence of certain features in L1 (Korean) caused difficulty in their application in L2 (English) in using the correct forms. Pedagogical implications based on the findings are then discussed.

This study investigates how language teachers' pedagogical concerns can find a suitable framework for learner corpora-based error analysis in English classes. It demonstrates the ways in which teachers can benefit from compiling learner corpora and the ways in which they can transfer learner corpus findings to pedagogy. By analyzing the learner corpora and investigating common patterns of learners' errors, teachers can gain insights into learners' interlanguage development and provide feedback in the form of remedial teaching to cater for learners' linguistic needs. Consequently, this will help classroom instruction to be more effectively focused. The method of this study is both quantitative and qualitative in that it starts with a word-based method of analysis and ends with a category-oriented display of results. In addition, some classroom concordancing activities are suggested to present the idea of recycling learners' language output and transforming the output into a new form of input which is assumed to be comprehensible to learners.

This research intends to identify some of the common lexico-grammatical errors Korean secondary school students make in learning English. The data used in this research consists of an about 33,000-word corpus of English written by grade 9 and 10 students. The corpus was scanned to retrieve all examples of misuse of such error-prone word forms as BECAUSE, HAVE, MANY, MUCH, IF, and A LOT OF, using the standard text retrieval software tool, WordSmith Tools. These word forms were compared with those in English textbooks used in middle school English classes in order to investigate how close students' use of these forms is to the taught forms. Overall, it is necessary to provide the students with corpus-based learning methods to acquire some problematic word forms, such as BECAUSE, MANY and A LOT OF. Techniques of drawing students' attention to form or noticing features of targeted items can be useful as well. Although this research could not find all the most common errors the students produce in learning English, it could be one way of identifying significant features of learner errors, in particular areas of common difficulty in writing. It could also play an important role in developing more systematic learner language research and designing learner corpus-based teaching techniques and materials.

한–중 법률 번역은 법률 용어의 복잡성, 일관성에 대한 엄격한 요구, 그리고 도메인 특화 이중언어 자원의 부족으로 인해 고유한 어려움을 가진다. 최근 신경망 기계번역(NMT)의 발전으로 전반적인 번역 성능은 향상되었으나, 용어의 신뢰성과 오류 분포 문제는 여전히 해결되지 않아 법률 분야에서의 실제 적용 가능성을 제한하고 있다. 본 연구는 mBART 기반 NMT 모델의 디코딩 단계와 사후편집 단계에 이중언어 법률 용어집을 통합하는 용어 인식 번역 프레임워크를 제안한다. 또한 의미 불일치, 문법 오류, 용어 일탈 등을 포함한 주요 법률 번역 오류를 분류하고 정량화하기 위한 종합적인 오류 분석 체계를 제시한다. 한–중 법률 코퍼스를 이용한 실험 결과, 제안된 방법은 BLEU 및 TER과 같은 기존 평가 지표를 향상시킬 뿐만 아니라, 기준 시스템에 비해 더 높은 용어 정확도와 일관성을 달성함을 보여준다. 이러한 결과는 도메인 특화 용어 통제와 체계적인 오류 분석이 기계 기반 법률 번역의 신뢰성을 향상시키는 데 핵심적임을 시사하며, 사법 및 입법 분야에서 보다 신뢰할 수 있는 활용을 가능하게 한다.

Legal translation between Korean and Chinese poses unique challenges due to the complexity of legal terminology, strict requirements for consistency, and the scarcity of domain-specific bilingual resources. While recent advances in neural machine translation (NMT) have improved overall translation performance, issues of terminology reliability and error distribution remain unresolved, limiting the practical applicability of such systems in legal contexts. This study proposes a terminology-aware translation framework that integrates a bilingual legal glossary into both the decoding and post-editing stages of an mBART-based NMT model. In addition, a comprehensive error analysis framework is introduced to classify and quantify common legal translation errors, including semantic inconsistency, grammatical inaccuracies, and terminological deviations. Experiments on a Korean–Chinese legal corpus demonstrate that the proposed approach not only enhances conventional evaluation metrics such as BLEU and TER, but also achieves higher terminology accuracy and consistency compared with baseline systems. These findings highlight the importance of domain-specific terminology control and systematic error analysis in improving the reliability of machine-assisted legal translation, thereby contributing to more trustworthy applications in judicial and legislative contexts.

본 연구는 일본어 모어 학습자가 한국어 경어법 지식과 스킬을 습득하여 적절히 사용할 수 있도록 도움을 주는 데 목적이 있다. 구체적으로는 한국어 경어 사용의 중요성을 확인하고 다소 쓰임새가 다른 일본어 경어와 한국어 경어의 특징과 상이점을 고찰했다. 또한, 일본어 모어 학습자의 경어 오류 결과를 연구 대상으로 삼아 한국어의 주체 경어를 기본 존경형, 특수 용언 존경형, 특수 체언 존경형, 특수 조사 존경형으로 분류하여, 과제1과 과제2를 통해 학습자가 범하기 쉬운 오류분석을 통한 피드백 사례와 지도방안에 대해 살펴봤다. 일본어 모어 학습자의 주된 경어 사용 오류 원인은 모어 간섭을 비롯해 경어법 활용의 이해 부족, 부적절한 경어 어휘 선택, 새로 습득한 어휘와 문법이 뒤섞이면서 혼란이 야기되고 있었다. 또한, 문장의 주어와 서술어와의 관계를 생각하지 않고, 사용 빈도가 높은 기본 존경형 ‘-(으)시’를 남용하고 있었는데, 이는 ‘높임=(으)시’라는 암기식 경어 습득의 자동화와 어림짐작으로 빠르고 단순하게 결론지어 버리려고 하는 휴리스틱(Heuristic) 현상에 의한 결과라 볼 수 있었다. 본 연구는 일본어 모어 학습자들의 경어 학습의 기초자료로 활용될 수 있을 것이며, 학습자의 스트레스를 최소화하고 보다 효율적인 한국어 경어 교육의 수업디자인 고찰에 도움이 될 것으로 기대한다.

This research aimed to determine how Japanese learners of Korean can be supported in acquiring knowledge of Korean honorifics and developing the ability to use them in an appropriate manner. First, the study confirmed the importance of honorific use in the Korean language and closely examined the characteristics of and specific usage differences between Japanese and Korean honorifics. Then, it focused on the results of the error analysis of Japanese learners’ use of Korean honorifics by categorizing Korean subject honorifics into the following four categories: fundamental honorific form, specialized declinable word honorific form, specialized indeclinable word honorific form, and specialized particle honorific form. Tasks 1 and 2 were used to analyze examples of common errors made by learners, and through this feedback, case studies and instruction plans were investigated. Findings revealed that Japanese learners’ errors in the usage of Korean honorifics stem from interference from their native language in addition to a lack of understanding of how to conjugate honorifics, inappropriate honorific vocabulary selection, and confused usage of newly learned vocabulary and grammar. Furthermore, the overuse of the term ｢-(으)시｣ without considering the relationship between the subject and the predicate was observed. This is thought to have occurred due to the automatization of the rote learning of honorifics in which learners equate ｢-(으)시｣ with respect as well as a heuristic phenomenon whereby they try to produce quick results based on intuitive guessing. The findings of this research will provide an insight into Japanese learners’ learning of Korean honorifics, minimize learner stress, and aid those considering how to design more efficient lessons targeting the teaching of Korean honorifics.

This study aims to analyze the errors found in an Indonesian-Korean bilingual dictionary in light of the importance of a bilingual dictionary in foreign language education. More specifically, this study conducts a detailed investigation on the ‘Indonesian-Korean Big Dictionary’ published in 2016 as a resource that is representative of existing Indonesian-Korean bilingual dictionaries, given the assumption that the nature of compiling a bilingual dictionary corresponds to translating a monolingual/bilingual dictionary. The results of this study show that several types of errors exist in the ‘Indonesian-Korean Big Dictionary,’ that is, errors in insufficient and incorrect meaning, Malay word errors or the use of non-standard words, and spelling, grammar, and usage errors. In addition, this study also verifies that the majority of the errors stem from the translation process, especially the aspects related to translating the names of flora and fauna and the specialized vocabulary used in a particular technical field. Furthermore, there are also a significant number of translation errors, which are simply the result of the carelessness and imprudence of the lexicographer.

Penelitian ini bertujuan untuk menganalisis kekeliruan yang terdapat dalam kamus bilingual bahasa Indonesia-Korea, mengingat kepentingan kamus bilingual dalam pendidikan bahasa asing. Secara lebih terperinci, penelitian ini secara mendalam menyelidiki ‘Kamus Besar Bahasa Indonesia-Korea’ yang diterbitkan pada 2016 sebagai sebuah kamus yang dipandang representatif di antara kamus sejenis, berdasarkan anggapan bahwa penyusunan kamus bilingual pada dasarnya tidak berbeda dengan proses penerjemahan kamus monolingual/bilingual. Hasil penelitian ini menunjukkan bahwa terdapat beberapa tipe kekeliruan dalam ‘Kamus Besar Bahasa Indonesia-Korea,’ yaitu kekeliruan makna yang tidak tepat, kekeliruan makna yang tidak memadai, kekeliruan penggunaan kata yang tidak baku atau berasal dari bahasa Melayu, kekeliruan karena salah ketik, kekeliruan gramatikal, dan kekeliruan contoh penggunaan. Tambahan pula, penelitian ini juga membuktikan bahwa kebanyakan kekeliruan tersebut diakibatkan oleh kekeliruan penerjemahan, khususnya dalam menerjemahkan nama flora, fauna, serta istilah. Lagi pula, terdapat banyak kekeliruan penerjemahan yang diakibatkan hanya oleh kelalaian dan kesembronoan penyusun kamus.

The aim of this study is to investigate the types of verb and noun phrase errors that Korean EFL learners produce both in their spontaneous speech and in their written output. To this end, 20 participants―grouped into two proficiency levels, i.e., High Intermediate and Low Intermediate―were asked to orally describe as well as to provide written descriptions of two sets of paired pictures. They were also required to revise the transcribed version of their spontaneous speech. The results suggest as follows. (i) Subject-verb agreement errors in VP and determiner errors in NP accounted for the highest ratio in both speech and written outputs by both of the two proficiency groups. (ii) Self-revised data revealed that participants easily discovered verb agreement errors, while most of them failed to correct determiner errors. We conclude that the current errors reflect interlingual transfer to a greater extent than intralingual transfer.

본 연구는 초등학교 6학년 학생들의 작문에 나타난 낱말의 형태적 오류를 분석한 글이다. 본 연구의 주요 결과는 다음과 같다. 첫째, 조사 대상 학생들의 글 분량을 보면, 조사 대상 학생들이 사용한 낱말 수는 모두 14,532개였고, 평균은 145.3개였다. 문장 수는 1903개였고 평균은 19.0개였다. 문장당 사용된 낱말은 평균 7.6개였다. 둘째, 연구 대상 100명 중 31명만이 오류가 없었고 69명은 하나 이상의 오류를 나타내었다. 이는 본 연구가 기초 문식성에 해당하는 내용임을 감안하면 높은 수치라고 볼 수 있다. 셋째, 낱말의 형태 오류는 준말(33.09%), 어미(27.70%), 기타 오류(19.78%), 어간(19.42%) 순으로 높게 나타났다. 본 연구의 결과는 초등학교 쓰기 교과서 집필과 초등학생을 대상으로 한 맞춤법 지도 내용 선정에 기여할 수 있다.

This study is the analysis of the form of the word appeared in the sixth grade of elementary school students' writing errors. The major findings of this study are as follows. 14532 words appeared, the average is 145.3. And 1903 sentences, and average 19.0 papers. On average, one sentence have consisted of 7.6 word. Second, the 69 people out of 100 had an error. This is serious. Because this study contains very basic contents. Third, the order of errors are abbreviations(33.09%), endings(27.70%), etc(19.78%), stems(19.42%). The results of this study can contribute to revise a elementary school textbooks. And the results of this study can contribute to select the contents of elementary spelling teaching.

The purpose of this study is to investigate and analyze the writing errors of pre-service elementary education teachers at a university who are majoring in English education. In order to accomplish this, research questions were examined in particular: what types of errors were most troublesome for the subjects and how frequent they made mistakes. To answer these questions, 56 pieces of writing were collected and assessed for their writing proficiency. The results of the writing assessments indicated that the subjects made mistakes, from most to least prevalent, in the areas of language control (grammar), mechanics, vocabulary, contents and organization. Since grammar, mechanics and vocabulary are the top three categories of errors, this seems to indicate that there needs to be a greater focus on accuracy as well as fluency in the writing class. Analyzing the errors further, it was determined that first language interference was a major cause of mistakes. This was exhibited in both intra-language errors (e.g. articles, prepositions, capitalization, etc.) as well as inter-language errors (e.g. effective sentence structure, punctuation, agreement, tense, number, etc.). All of this points to the need for a more systematic methodology for improving the writing skills of these subjects. It is important for teachers to consider the most common errors that students make and teach with these in mind. Knowledge of these errors can be used to help prepare lesson plans and teaching materials, as well as choose appropriate textbooks. Additionally, given the intra-language errors that were prevalent, relevant grammar and authentic materials are needed in the classroom to give the students appropriate input.

본 연구는 번역기를 활용한 영작문 수업에서 대학생들이 작성한 비즈니스 이메일 영작문에 나타난 오류를 분석하고 설명하려는 연구이다. 연구는 취업실무영어 수업을 수강한 대학생들이 3가지 과제에 대해 작성한 21개 이메일을 분석하여 이에 나타난 문법오류를 분석 정리하였다. 이메일에 나타난 문법오류를 살펴보면, 동사의 용법을 제대로 알지 못해서 발생한 언어 내 오류가 가장 빈번했으며, 완료 시제를 사용해야 하는 문장에서 과거동사를 사용하는 시제에 관한 오류와 명사 앞에 정관사를 사용하지 않은 정관사 오류와 전치사 잘못 사용한 오류와 같은 언어 간 오류도 있었다. 문맥과 관련된 오류를 보면 지칭하는 명사에 맞게 단 복수대명사를 제대로 사용하지 못한 오류라던가, 문장을 연결하다가 생략할 수 없는 주어를 생략 한 오류는 의미전달에 문제가 될 수 있는 심각한 오류이다. 이러한 오류분석을 통하여 영어를 학습하고 있는 학습자가 특정 한 문법사항을 학습하는 데에 어려움을 겪고 있다는 것과 학생들의 영어능력 발달단계를 가늠해 주는 정보를 제공함으로 연구의 의미가 있다고 볼 수 있다.

This study aimed at providing a comprehensive account of the sources and causes of errors in business emails that Korean college students wrote using a translation machine. Data were collected from 21 emails written by the students who took a business English course. Findings indicated that the students tended to make frequent errors in verb use and verb tense as well as a definite article, countable/noncountable nouns, time adverbs and prepositions. Therefore, the study suggested that the students’ common errors imply that they experience some difficulties learning these linguistic features. Given that learners’ errors can give us valuable insights into teaching and learning how to write in English, pedagogical suggestions are put forward based on the study results.

This study attempts an error analysis on the use of English verbs by Korean students attending a mid-leveled local university. After classifying 11 important items on the basis of tense and other features, the total of 27 detailed sub-items (concerning forms and usages) are introduced. The study has analysed the results of final exams of 250 non-English major students. In order to have correct interpretations of the results, Statistical Analysis System has been applied for ANOVA at the level of 5%. According to Duncan Grouping Method, each of the sub-items has been assigned a certain group based on the mean score of errors. The results show that Korean college students are likely to make more or less errors for some particular English items. It is noticeable that most errors are found in future-related verbal constructions. Some of the interesting findings are the uses of: 1) the present tense in subordinate clauses, and 2) the present progressive for a sentence subject’s strong intention about future events. Contrary to our expectations, much fewer errors are found in such peculiar English constructions as: 1) the present perfect tense for meanings of continuation and experience, 2) the inflectional morpheme ‘-s’ for a 3rd person singular subject, and 3) the present progressive tense for its common usage. It is suggested that teachers need to be more informed about the problems of their students regarding the use of English verbal constructions. More data-based and experimental study should be done on detailed aspects of errors of English verbs.

This study was to analyze errors of machine translations(MTs) of the texts for middle and high school students, and to offer guidelines on how to use them. To this end, total 4760 machine-translated sentences from two test-preparing books and one novel for middle and high school students were analyzed to 5 types of errors. 5 types errors used were ‘incorrect meaning errors’, ‘context errors’, ‘omission error’, ‘grammar errors’, and ‘typing error.’ The results of the analyzation showed that Naver and Google Translations had 3.8% error and 96.2% proper sentences. The most frequent error was ‘incorrect meaning errors’, followed by ‘omission error’, ‘context errors’, ‘grammar errors’, and ‘typing error’ in high frequent order. Naver and Google machine translations used in the study offered 96.2% proper sentences, so middle and high school students can compare their own English sentences with machined translated sentences. Moreover with the knowledge of errors of MTs, students can correct errors of MTs and use them properly.

본 연구의 목적은 아랍어권 학습자의 쓰기에 나타난 맞춤법 오류를 분석하여 아랍어 권 학습자에게 효과적인 한국어 맞춤법 교육 방안을 도출해 내는 데 있다. 아랍어 문화 권에 다양한 한국 문화 컨텐츠가 보급되면서 한국과 한국 문화에 대한 아랍인들의 관심 이 높아졌으며 한국에서 유학하는 아랍어권 학생들의 수도 점점 증가하고 있다. 그러나 한국어와 매우 상이한 언어 체계를 가진 아랍어의 영향으로 많은 아랍어권 학습자들이 한국어 학습에 어려움을 겪는다. 따라서 아랍어권 학습자를 위한 효과적인 한국어 교육 방안이 필요하다. 특히 한국에서 유학하는 아랍어권 학습자들은 대부분이 학문 목적의 학습자들이므로 간단한 의사소통능력을 넘어서 학문적 문식성을 갖추어야 한다. 이러한 학문적 문식성 을 길러 주기 위해서는 한국어 맞춤법 교육이 필요하다. 정확한 표기는 글을 읽고 쓰는 데 도움이 되며 띄어쓰기는 의사소통 맥락에서 글을 의도적으로 조절하고 점검하는 역 할을 하기 때문이다. 이에 본고에서는 아랍어권 학습자들 중 아랍에미리트 학습자의 실제 쓰기 자료에 나 타난 맞춤법 오류 사례를 분석하여 이들에게 효과적인 한국어 맞춤법 교육 방안을 모색 해 보고자 하였다. 그 결과 아랍어권 학습자들의 맞춤법 오류는 띄어쓰기 오류, 형태 오 류, 어순 오류 순으로 나타났다. 이를 통해 아랍어권 학습자를 위한 한국어 맞춤법 교육 에서 강조해야 할 교육 내용으로 의존명사 띄어쓰기, 본용언과 보조 용언 띄어쓰기, N하 다 동사류의 어근과 접사 붙여 쓰기, 용언의 어간과 어미를 밝혀 쓰기 등을 도출하였으며 교육 방법으로 는 명시적 교수법을 제안하였다.

The purpose of this study is to analyze the errors of Korean orthography in the writing of Arabic-speaking learners and to suggest a method of effectively teaching Korean orthography to Arabic-speaking learners. As various korean culture contents have released to Arabic cultural area, recently the number of Arabic-speaking learners studying Korean in Korea have been increasing. The language system is extremely different between Korean and Arab, so it is very difficult to learn Korean for Arabic-speaking learners. Therefore the effective teaching method of Korean is really needed for them. Especially most of Arabic-speaking learners in Korea are students studying with academic purpose, so they have to know academic literacy. In order to improve their academic literacy, the education of orthography is required. It is because the correct orthograph is helpful for reading and writing. And also word spacing serves to intentionally adjust and check the text in the communicative context. In this study, I analyzed writing samples written by Arab leaners from UAE. The results showed the errors in following order: word spacing error, form error, and ordering error. So this study suggests that we should teach Arabic-speaking learners as follows: There is no space between a noun and a postposition in Korean even though it is used in Arab; a preposition and a noun are separated in the Arabic language. And there is a space between the main verb and auxiliary verb, and writing of the noun-hada verb. This study also suggests explicit education have to be introduced to Arabic-speaking learners.

This paper explores the patterns of errors which occurred in English writings of Korean university students. Specially, this study looked for the difference of error patterns between high level of English learners and low level of English learners as well as the change of error patterns as the level of English proficiency becomes better. The results of this study showed that low level of English learners showed more errors than high level of English learners in most error categories and that both high and low levels of English learners showed low frequency of errors as their English proficiency became better, although low level of English learners did not show improvement in content-related error categories. Directions of further studies and pedagogical implications would be discussed.

The purpose of this study is to design a Japanese language class based on the analysis of college students’ assignments and their misuses of ‘can’ expressions in them during a Japanese conversation class. In the class, the assignments required the students to record their thoughts about conversation topics. For the assignments, the instructor tried to transcribe the students’ recordings, find their misuses of ‘can’ expressions and provide some corrective feedback for the misuses. Following the feedback, the students were asked to resubmit their recordings and then, the instructor examined their recordings again focusing on ‘can’ expressions. The findings from the students’ first recordings revealed that the students used some verbs that describe ‘possibility’ at first, and gradually they used more ‘surukotogadekiru(=can)’ expressions. Then, finally, the students tended to use both ‘possibility’ verbs and ‘surukotogadekiru(=can)’ expressions regardless of the students’ proficiency levels. However, by comparing to the students’ second recordings, the use of ‘possibility’ verbs increased while the use of ‘surukotogadekiru(=can)’ expressions decreased in the second recordings. Based on the findings, a class design that can be applicable to the Japanese language conversation classes was suggested.

本稿では、大学2～3年生対象の日本語会話授業で実施した課題を調査し、特に 誤用が目立った可能表現に焦点を絞って分析及び考察を行ない、その結果を日本 語教育に活用できるような授業デザインの開発を目的とする。課題は、学生たちが各 テーマについて自分の考えを録音したものを提出するというもので、それらをすべて文 字におこして訂正したものを授業で見せながら誤用や内容などについてフィードバックを 行なった。フィードバック前後の2回にわたって時間をあけて、同じテーマで録音デー タを提出させ、特に可能表現の出現している部分を抽出し調査分析を行なった。 　その結果、最初は可能動詞で表現していたが、だんだん ｢スルコトガデキル形｣ が出現し、後ではその両方の混合形が、レベルに関係なく1回目は11％ほど出現し た。そして、1回目よりも2回目の方が、可能動詞の出現数が86件と大幅に増 え、｢スルコトガデキル形｣ が減った。これらの結果からその原因の考察を行ない、 日本語教育における可能表現自体の問題を含めて、次の3点を挙げた。 (1)可能表現の教え方についての問題。 (2)学習者の日本語表現に ｢日本語らしさ｣ をどこまで求めるか。 (3)学習者へのフィードバックの伝え方(内容、タイミングなど)。 そして、それらを念頭におきながら、日本語教育に反映させていけるような授業デザイ ンの提案を試みた。

This paper investigates on how children's implicit knowledge of their mother tongue helps their language development from 12 to 48 months. For the literature review, this paper discusses kernel theoretical aspects of language development regarding three themes: 1) the relationships between implicit knowledge and language acquisition, 2) the role of self-correction for language development, and 3) the significance of the error analysis of children's utterances. To discuss these themes by analyzing empirical data, the author observed and collected data for a couple of twins' verbal utterances. The targets of analysis are their utterance errors and the courses of self -correction in three prominent grammatical aspects－i.e., negation ‘an,’ subject particle ‘i/ga,’ and deixis ‘this, that, it’－which frequently appear and are crucial grammatical morphemes in child language. Based on the discussion, this paper emphasizes that children employ and test various hypotheses on the rules of their mother tongue as the part of their implicit knowledge, and they finally gain grammatical knowledge from ‘unseen’ efforts of self-correction

본 연구는 학습자 오류 말뭉치 분석에 기반하여 한국어 연결어미 유사 문법 목록의 타당성을 실증적으로 검토하는 데 목적이 있다. 기존 유사 문법 연구가 교수자의 경험과 이론적 유사성에 근거한 선정에 집중해 온 데 비해, 본 연구는 학습자의 실제 교체 오류 양상을 중심으로 유사 문법 선정의 적절성을 점검하고자 하였다. 이를 위해 한국어 학습자 오류 말뭉치에서 연결어미 교체 오류 6,963건을 추출･분석하고, 발생 빈도 분포를 기준으로 핵심 혼동 영역을 설정하였다. 분석 결과, 연결어미 교체 오류는 의미･기능적 인접성, 형태론적 제약, 통사적 구조가 복합적으로 작용하는 다층적 양상을 보였으며, 기존 유사 문법 목록과의 대조를 통해 유사 문법 목록-학습자 오류 일치군(1유형), 유사 문법 목록 중 저빈도 오류군(2유형), 유사 문법 목록 미포함 고빈도 오류군(3유형)으로 구분되었다. 본 연구는 유사 문법 목록의 타당성을 학습자 오류라는 실증적 근거를 통해 검토함으로써, 한국어 문법 교육에서 유사 문법 선정과 지도 우선순위의 설정에 보다 정밀한 근거를 제공한다.

This study aims to empirically validate an inventory of similar Korean connective endings by analyzing learner error data. While previous research has largely relied on theoretical similarity and instructors’ experiential knowledge in selecting target items for Korean grammar education, this study focuses on learners’ actual substitution errors to evaluate the appropriateness of such selections. To this end, 6,963 instances of connective ending substitution errors were extracted and analyzed from a large-scale Korean learner error corpus, and core areas of learner confusion were identified based on frequency distributions. The analysis revealed that substitution errors among connective endings exhibit a multilayered pattern of interaction between semantic-functional proximity, morphological constraints, and syntactic structure. By comparing existing similar grammar lists with learner error data, the items were classified into three categories: those where theoretical predictions and empirical evidence converge, those that were over-selected based on theoretical criteria alone, and those that were newly identified from learner errors but absent from existing lists. By validating similar grammar inventories through empirical evidence drawn from learner errors, this study provides a more precise basis for determining instructional priorities and selecting target items in Korean grammar education.

Inverse morpheme words in Chinese refer to word pairs formed with the same characters in reverse order, typically in an “AB–BA” structure. Despite sharing identical morphemes, these pairs often differ in meaning, usage, and grammatical function, which can lead to confusion for Chinese language learners. This study investigated how advanced Korean learners of Chinese understand and use inverse morpheme words, utilizing a paper-based test. The findings reveal frequent learner errors, including syntactic misuse, incorrect collocations, semantic confusion, and pragmatic misinterpretation. These difficulties are attributed to the inherent complexity of inverse morpheme words, learners’ avoidance strategies, negative transfer from Korean, overgeneralization of Chinese grammar rules, and limitations in current teaching practices. To address these challenges, the study proposes instructional strategies: integrating morpheme- and word-based teaching, implementing multimodal vocabulary instruction, adopting output-driven language learning approaches, and using instructional language more effectively. These methods aim to improve learners’ ability to distinguish inverse morpheme words, enhancing vocabulary acquisition and overall language proficiency.

同素异序词是指由相同汉字组成、字序颠倒的一对词汇，属于汉语构词法中的一种特殊形式，通常呈现“AB-BA”的结构。这类词语在构词成分上完全一致，但在词义和词性上既存在相似之处，也体现出一定差异。词汇教学本就是汉语教学中的一大难点，而同素异序词因其“字形相同、字序相反”的特点，可能进一步加大对外汉语教学的难度。本研究选取《国际中文教育水平等级标准》中的部分同素异序词，设计相应测试题，对高级阶段的韩国汉语学习者进行习得情况的实证评估。研究结果表明，学习者在掌握同素异序词过程中普遍存在句法成分错误、搭配不当、词义混淆、语用偏差以及任务理解偏差等问题。这些偏误主要源于同素异序词本身的复杂性、学习者的回避策略、母语负迁移、对目标语规则的泛化与过度类推，以及当前同素异序词教学方法的不足。基于韩国学习者的习得特点，本文提出如下教学策略：结合语素教学法与词本位教学法，实施多模态词汇教学，采用产出导向法，并合理使用教学语言。这些策略旨在帮助学习者更清晰地辨析汉语与其母语中同素异序词的异同，并为对外汉语教学中的同素异序词教学提供实践指导和理论参考。

This study aims to analyze the errors found in the writing samples of intermediate Vietnamese learners of Korean and propose teaching and learning methods to prevent the fossilization of these errors. The errors are categorized into phonological errors, grammatical errors, lexical errors, and complex errors that hinder meaning comprehension, with their causes subsequently analyzed. It was found that phonological errors, mainly resulting from differences in the phonological systems of Korean and Vietnamese, affect writing accuracy. To address this, it is suggested that integrated listening and writing activities, such as dictation, be used to help learners recognize their phonological errors, with a list of frequently confused phonetic items be provided in advance. Grammatical errors were identified in particles, endings, tense, quoted clauses, agreement between sentence components, negation, modifiers, and verb conjugation. To correct these errors, a systematic teaching approach to Korean sentence structure and its characteristics as an agglutinative language is recommended. Additionally, exercises involving sentence completion with particles and activities involving peer or self-feedback for error correction were suggested. Lexical errors were categorized into substitution, omission, and addition errors, and their causes were analyzed. It was proposed that vocabulary be taught as chunks combined with particles or expressions rather than using standalone words. Furthermore, the use of visual aids along with various example sentences to explain differences in similar grammar or vocabulary was recommended, as well as the provision of practice questions to confirm understanding. The educational competence of teachers is crucial for effectively correcting and teaching these errors.