Earticle

본 연구는 초등학교 1학년 수학의 수와 연산 영역에서 학생들이 보인 주된 오류 유형을 찾아 분석하고, 오류에 따른 효과적인 지도방법을 알아보았다. 1학년 1개반 학생들에게 교과서수준의 20문항씩 2번 나눠서 실시하여 20%이상의 오류문항을 선별하여 해당학생과 개별 면담과 관찰을 통한 분석하였다. 오류를 많이 보인 내용은 수 영역에서 50개 이상의 수 세기에서 수를 잘못 세는 오류가 50%이상 발생하였고, 연산 영역에서 대부분의 뺄셈에서 발생하였다. 여기서 발생된 오류를 4가지 유형에 따라 분류한 결과, 부정확한 개념과 정의에 대한 오류가 가장 많았다. 이에 따라 초등학교 1학년 학생들은 수와 연산에 대한 기초적인 개념, 정의, 사실, 기능 등을 확실하게 정립할 수 있는 방안의 모색이 필요하였다. 또 오류의 교정방안으로 개별 면담과 구체물을 이용하여 다양한 놀이를 통하여 흥미를 유발하고 적극적인 참여를 유도할 때 오류교정에 효과가 있음을 알 수 있었다.

This research was about analyzing students' major error types in the field of elementary 1st grade mathematics numbers and operations, and formulating and applying effective teaching methods to find out their effects. Among the errors the students were making, it was found that in the field of numbers there was more than 50% chance of making calculation mistakes in 50 rounds of rational counting. Also, in the field of operations, it was discovered that most of students' mistakes had to do with subtraction. The results from the classification of the 4 types of error showed that most errors were made from having inaccurate concept of knowledge and definition. Thus, it can be concluded that when elementary 1st grade teachers teach students mathematics, it is most important that they put best effort into firmly establishing the students fundamental concept, definition, facts, and functions. For that matter, students were interviewed one by one, and by implementing learning method using some concrete materials as tools, students were able to fix their own errors. More importantly, students were able to gain interest and become more willing to participate by joining in this program, which led to more effective guidance.

Automated error detection and feedback systems are becoming an important component of online writing practice services for ESL/EFL (English as a second/foreign language) learners. The main purposes of the study are to: (a) collect samples of essays written by ESL learners with different native language (or L1) backgrounds that are error-coded by an early version of an automated error-detection system (CritiqueTM) and trained human coders; and (b) identify some unique patterns of writing errors for different first language (L1) groups. Data analyzed in this study included 18, 439 TOEFL◯R CBT essays error-coded by CritiqueTM and a much smaller, combined sample of 480 TOEFL◯R CBT/TOEFL iBT◯R essays error-coded by trained human coders. A comparison of error rates across five different language groups showed some unique patterns: (a) the Arabic and Spanish groups were the highest on both spelling and punctuation errors; (b) the Korean and Japanese groups had the highest article error frequency; and (c) the Chinese group had the highest number of errors related to verb conjugations or adjective and noun inflections. The implications of these findings are discussed in terms of understanding the nature of L1-related writing errors and enhancing the automated error detection and feedback systems.

이 연구는 최근 급증하고 있는 베트남인 한국어 학습자들을 좀 더 효율적으로 교육할 수 있는 방안을 탐구 하기 위해 베트남인 한국어 학습자들의 쓰기 오류를 분석하여 음소 체계와 어휘 의미 측면에서의 오류 양상을 살펴보았다. 이를 위해 베트남인 한국어 학습자 78명의 쓰기 과제를 분석해서 자음, 모음, 어휘 의미 측면에서 의 오류를 살펴보고 유형별 교육 방안을 제안하였다. 이 연구의 결과 음소와 관련해서는 경구개파찰음, 평음과 경음, 유음의 받침 표기, 이중모음 ‘ㅟ’ 등의 오류가 많이 나타났으며, 어휘 의미 관련해서 모국어인 베트남 어의 다양한 어휘 의미를 한국어 사용 상황에 맞는 어휘와 구별하지 못해 오류를 많이 범하였다. 베트남인 한 국어 학습자들의 효율적 한국어 교육을 위해서는 오류 양상과 원인을 꾸준히 수집하고 분석해나가야 한다. 또 한 교육현장에서는 발음교육과 어휘 표기 교육, 작문 교육과 어휘 사용 교육 등을 통합적으로 해나가는 방안에 대해 더욱 더 고민해나가야 할 것이다.

This study examined the writing errors of Vietnamese Korean learners in terms of phonemic system and vocabular meaning to explore ways to educate Vietnamese Korean learners more efficiently. To this end, the writing tasks of 78 Vietnamese Korean learners were analyzed, errors in terms of consonant, vowel, and vocabular meaning were examined, and an educational plan for each type was proposed. As a result of this study, many errors such as affricate, plain and hard sound, the use of 'liquid' in a consonant, and double vowel 'ㅟ' appeared in relation to phoneme, and many errors were made in relation to vocabular meaning because various vocabular meanings of the native Vietnamese language could not be distinguished from those that fit the Korean language use situation. For effective Korean language education for Vietnamese Korean learners, it is necessary to continuously collect and analyze the pattern and cause of errors. In addition, it is necessary to think more about ways to integrate pronunciation education, vocabulary notation education, writing education, and vocabulary use education in the educational field.

The study analyzes errors produced by Korean learners of the Filipino language in their written compositions, presents types and categories of the errors and provides some possible explanations for the cause of errors. The study has conducted a survey and collected 35 written compositions from three different groups (Beginner, Intermediate and Advanced) learning Filipino at three universities in Manila. A total of 213 errors from 349 sentences were analyzed. Errors were classified at three linguistic levels (orthographic, morphological and syntactic) and categorized into five types such as omission, addition, misselection, misorder and blend. It has been revealed that the largest proportion of errors was from morphological misselection at all proficiency levels: Beginner (59.3%), Intermediate (73.4%) and Advanced (77.8%), followed by morphological omission. Types of errors are presented along with examples and possible sources of errors are explained. It has turned out that there were more intralingual errors interlingual than errors at all levels and implications of these errors in teaching are discussed.

Speech error data have been known to be informative of phonological units that are functional during speech processing. Using short-term memory tasks, we gathered speech error data from Japanese speakers to investigate how they combine segments into higher-level suprasegmental frames. The findings suggest that the phonological affiliations of segments are an important factor to Japanese speakers' speech errors. Specifically, onsets and vowels are more likely to be kept intact as a unit than vowels and codas. We suggest that this finding supports the idea that Japanese speakers' more permanent knowledge of the moraic structure contributes to the their short memory recall of segment sequences.

이 연구에서는 대학생의 글쓰기에 나타난 오류 양상을 분석하고, 그 지도 내용에 대해 논의하고자 하였다. 이를 위해 A대학의 2020학년도 1학기 글쓰기 교과에서 학생들이 과제로 제출한 글을 분석한 후 오류 양상을 살폈다. 오류 양상을 분석한 결과를 바탕으로 하여 글쓰기를 할 때에 지도해야 할 내용도 밝혔다. 글쓰기는 글의 내용도 중요하지만, 형식도 중요하다. 내용이 아무리 좋아도 형식을 지키지 않으면 자신의 생각을 제대로 전달할 수 없는 경우가 많기 때문이다. 그런데 글쓰기 교과를 수강하는 대학생들의 글을 보면 형식 면에서 많은 오류가 있음을 알 수 있다. 글쓰기에서 나타나는 이러한 오류를 줄여야 의사소통을 원활하게 할 수 있다. 이 연구를 통해 대학생 글쓰기의 형식적인 오류들을 인지하고 지도 방안을 논의하여 오류가 개선된다면 효과적인 의사소통이 이루어질 것이다.

In this study, we analyze the error patterns in university students’ writing and discuss about teaching method. For this purpose, we analyzed writing of A university students in 2020 first semester. Based on the analyzed results of error patterns, we proposed the teaching method in writing education. In writing, formal structure is more important than contents. Because, if formal structure is wrong the contents can not be transferred properly. We found many of formal errors in university students’ writing. By reducing the formal errors in writing, mutual communication can be made well. By applying the results of this study, effective communication can be made with writing.

본 연구는 아동 화자의 음성인식 오류 양상을 음운론적·음성학적 관점에서 분석하고, 오류 발생의 원인을 살펴보는 데에 목적이 있다. 이를 위해 아동 화자의 음성 데이터를 기반으로 음성인식 실험을 진행하여 오류 양상을 음운론적 환경에 따라 분류한 결과 아동 음성인식 상황에서 발생하는 오류의 주요 요인들이 포착되었다. 자음 관련 오류는 주로 아동의 조음 특성이나 성별에 따른 f0 실현 차이 등 화자 요인과 밀접하게 관련되어 있는 반면, 모음 관련 오류는 아동의 산출이 비교적 명확하게 변별되는 경우에도 오류율이 높은 것으로 나타나, 음성인식 모델의 판단 기제와 관련된 것으로 오류의 원인을 추정하였다.

This study aims to analyze the speech recognition errors of child speakers from a phonological and phonetic perspective and to identify the causes of these errors. To this end, a speech recognition experiment was conducted using a Korean-based speech-to-text (STT) model with child speech data, and the observed error patterns were classified according to phonological environments. The analysis identified key factors contributing to recognition errors in child speech. Consonant-related errors were found to be closely associated with speaker-related factors such as immature articulation and gender-based differences in f0 realization. In contrast, vowel-related errors occurred frequently even when the child’s production was relatively clear and distinguishable, suggesting that these errors may result from how the model processes vowel-specific acoustic cues.

필자가 자신의 생각과 느낌을 효과적으로 전달하기 위해서는 글의 내용적인 측면과 형식적인 측면이 고루 갖춰져야 한다. 그러나 대학생들은 글쓰기의 형식적인 측면의 기본이라 할 수 있는 띄어쓰기를 어려워하고 있으며, 실제 글쓰기에서도 많은 오류를 범하고 있다. 이 논문은 대학생들의 실제 글쓰기 자료를 분석하여 띄어쓰기 오류 유형을 살펴 교수자가 이와 관련한 내용을 교육할 때 도움을 주는 데 그 목적이 있다. 이를 위해 C대학교 교양 과목인 ‘기초글쓰기’를 2017년 2학기에 수강한 102명의 학생이 작성한 373편의 글을 대상으로 띄어쓰기 오류의 유형을 살펴보았다. 373편의 글 975개의 문장에서 1,268회의 오류가 나타났는데, 띄어쓰기 오류를 유형별로 살펴보면 용언류의 오류가 608회(47.9%)로 가장 많았고, 명사류의 오류 358회(28.2%), 체언과 용언의 결합 시에 나타난 오류 189회(14.9%), 조사류의 오류 56회(4.5%), 복합적 양상류의 오류 32회(2.5%)로 나타났고, 부사류의 오류가 25회(1.9%)로 가장 낮았다. 오류의 유형을 세부적으로 살펴보면 용언과 보조 용언의 결합 시 나타난 오류가 514회(40.5%)로 가장 많았고, 명사와 명사의 결합 시 나타난 오류 277회(21.8%), 용언과 의존 명사의 결합 시 나타난 오류 81회(6.4%), 용언에서 나타난 오류 70회(5.5%), 명사와 용언의 결합 시 나타난 오류 48회(3.8%), 용언과 명사의 결합 시 나타난 오류 33회(2.6%), 복합적 양상 32회(2.5%) 순이었다.

For a writer to effectively deliver his or her thoughts and feelings, the piece of writing should be well composed in both form and content. However, many university students find it hard to use proper word spacing and commit many mistakes in their writing. To assist with the systematic teaching of word spacing, this article analyzed the patterns of word spacing errors in 373 writings of the 102 university students who took the elective course, "Basic Writing." at University C, in the second semester of 2017. 1,268 errors were found in 975 sentences of 373 pieces of writing, including 608 errors with predicates (47.9%), 358 errors with nouns(28.2%), 189 errors with combinations of an uninflected word and a predicate (14.9%), 56 errors with postpositions (4.5%), 32 complex errors where two or more errors were combined (2.5%), and 25 errors with adverbs (1.9%). More specifically, errors that included a combination of both predicate and auxiliary predicates totaled 514 (40.5%), followed by errors involving a combination of nouns (277, 21.8%), errors involving the combination of a predicate and a bound noun (81, 6.4%), errors involving predicates (70, 5.5%), errors with a combination of a noun and a predicate (48, 3.8%), errors with a combination of a predicate and a noun (33, 2.6%), and complex errors where two or more errors were combined (32, 2.5%). Much research shows that university students find it hard to use proper word spacing, which is the foundation of the form of writing, committing many errors in their writing. Various methods are used by teachers to teach the proper use of word spacing. However, in real education settings, time and other restrictions prevent them from teaching about the finer points of word spacing. Hopefully the analysis of patterns of word spacing errors in this article may help them in real education settings.

This experiment is about investigating Saisiot written condition, analyzing it and finding the problem with writing Saisiot. Meantime, the research to spelling errors has been conducted with the methods to examine texts directly and to survey. But it is difficult to measure the error rate of specific vocabulary. On the other hand, the research using internet surfing has a high trustable of results due to huge size of searching textsThis experiment is focused on how people find writing Saisiot as time passes. From 2004 to 2013 we investigated the writing of Saisiot. The changing condition of writing Saisiot reflects people's mind. As a result, spelling must focus on peoples mind and changing conditon.

This paper investigated some important sentence patterns’ errors in the process of korean students studying Chinese sentence patterns. Particular attention was given to the cause of these errors. Finally, the analysis indicated that some relations exist between the sentence patterns’ errors and the use of analogy strategy.

이 논문은 한국어 교육에서 챗봇의 일종인 챗GPT의 활용 가능성을 모색하는 데 목적을 두었다. 학습자의 유창성을 향상시킬 수 있는 부차적 학습 도구로서의 활용 가능성 및 효용성을 확인하고자 한 것이다. 제2언어 교육에서 의사소통 능력의 중요성이 강조되면서 부족한 대화 연습 시간을 확보할 수 있는 부차적 학습 도구 개발이 이어지고 있는데, 대화 전문 기계학습기반 챗봇의 일종인 ‘챗GPT’는 방대한 데이터베이스를 기반으로 자연스러운 대화가 가능하며, 대화의 숨은 맥락까지 이해할 수 있다는 점에서 부족한 대화 연습 시간을 보완할 수 있는 부차적 학습 도구로 부상하고 있다. 한국어 교육에서 챗GPT가 학습자의 유창성을 향상시키는 부차적 학습 도구로 활용되기 위해서는 학습자와 유의미한 상호 의사소통이 확보되어야 한다. 대다수의 외국인 학습자들은 대화 상황에서 문법적 혹은 의미적 오류를 범하게 되는데, 교수자는 주제나 상황, 맥락을 고려하여 학습자가 전달하고자 하는 의미를 이해하고 유의미한 대화를 이어가고자 노력한다. 부분적 오류에 대한 피드백을 제공하기도 하지만, 학습자의 자신감이 결여되지 않도록 대화 상황을 유지하여 유창성을 확보하는 것이다. 이러한 이유로 한국어 교육에서 챗GPT를 대화 연습용 도구로 활용할 수 있는가에 대한 활용 가능성의 문제를 챗GPT의 오류 수용 양상을 통해 확인하고자 하였다. 챗GPT가 교수자처럼 학습자의 오류를 수용하여 대화 상황을 유지할 수 있는가를 오류 수용 양상을 통해 확인한 것이다. 학습자의 오류 유형에 따른 챗GPT의 오류 수용 양상을 점검하여, 대화 연습용 학습 도구로서 챗GPT의 활용 가능성 및 효용성을 모색해 보고자 하였다.

The purpose of this study is to explore the possibility of using ChatGPT, a kind of chatbot, in Korean education. It was to confirm the possibility and utility of its use as a secondary learning tool to improve learners' fluency. As the importance of communication skills is emphasized in second language education, secondary learning tools that can secure insufficient conversation practice time are being developed. ChatGPT, a type of machine learning-based chatbot specializing in conversation, is emerging as a secondary learning tool that can compensate for the lack of conversation practice time in that it allows natural conversation based on a vast database and can understand the hidden context of the conversation. In order for ChatGPT to be used as a secondary learning tool to improve learners' fluency in Korean language education, meaningful mutual communication with learners must be secured. Most foreign learners make grammatical or semantic errors in conversation situations, and the instructor understands the meaning the learner wants to convey in consideration of the subject, situation, or context, and tries to continue the meaningful conversation. Although it provides feedback on partial errors, it secures fluency by maintaining the conversation situation so that the learner does not lack confidence. For this reason, the question of the feasibility of using ChatGPT as a tool for conversation practice in Korean language education was to be confirmed through the error acceptance pattern of ChatGPT. It was confirmed through the error acceptance pattern whether ChatGPT can maintain the conversation situation by accepting learners' errors like instructors. By examining the error acceptance pattern of ChatGPT according to the learner's error type, tried to explore the possibility and utility of ChatGPT as a learning tool for conversation practice.

This study aimed to investigate the patterns and characteristics of /ㅢ/ pronunciation errors among Mongolian Korean learners and develop foundational materials for /ㅢ/ pronunciation education targeted at this group. Word utterance experiments were conducted with Mongolian Korean learners to analyze the patterns and characteristics of pronunciation errors, focusing on syllable structure, preceding consonant presence, morpheme type, and word structure. The research findings revealed that gender did not significantly influence the error rate of /ㅢ/ pronunciation, indicating that male and female learners exhibited similar error rates. Concerning the specific patterns and characteristics of /ㅢ/ pronunciation errors, the study found a higher error rate in the word-initial position compared to the word-medial position. The error rate was particularly elevated when /ㅢ/ appeared in the word-initial position without a preceding consonant. However, the type of morpheme or the structure of the word did not significantly affect the error rate of /ㅢ/ pronunciation among Mongolian learners. These findings suggest that phonological factors, specifically the position of /ㅢ/ within the word, had the most substantial impact on pronunciation errors. Moreover, the study determined that morphological factors did not significantly contribute to the error rate. Overall, these results provide valuable insights into the pronunciation errors of /ㅢ/ among Mongolian Korean learners and can be utilized to develop effective educational materials aimed at enhancing /ㅢ/ pronunciation proficiency.

This paper aims to provide basic data for pronunciation education by examining the patterns and characteristics of nasalization pronunciation errors of Vietnamese learners by gender. To this end, pronunciation error patterns were examined and pronunciation error characteristics were described. Through experiments, the following pronunciation error patterns and characteristics were found. In the case of female Vietnamese learners, there was no significant difference in the pronunciation error rate according to the type of nasalization. As a phonological factors, the second consonant affected the pronunciation error rate. In particular, the pronunciation error rate of 'ㄴ' was significantly lower than that of 'ㅁ' in the nasalization. Female learners were also influenced by morphological factors, which were better applied inside words, and showed a pattern of articulating as the layers, such as morpheme boundaries and word boundaries increased. In the case of male Vietnamese learners, the type of nasalization affected the pronunciation error rate. Unlike female learners, male learners were not affected by phonological or morphological factors, so the pronunciation error rate was significantly lower than that of female learners.

The aim of this study is to examine the patterns and characteristics of Korean language pronunciation errors of Uzbek learners and to propose a plan for pronunciation instruction concerning the two Korean vowels: /ㅡ/ and /ㅣ/. For this study, voice data analyzed the patterns and characteristics of pronunciation errors for the vowels /ㅡ/ and /ㅣ/ according to the position of the syllable and the articulation of the preceding consonant. As a result of the experiment, it was confirmed that there was no significant difference in the /ㅡ/ and /ㅣ/ pronunciation error rates of Uzbek learners. However, the error rate was higher in the syllable-initial position. Furthermore, the error rate of /ㅡ/ was highest when there was no preceding consonant, and the error rate of /ㅣ/ was highest when the preceding consonant was velar. Based on this analysis, a method of pronunciation instruction by altering the articulation position was proposed for Uzbek learners. This paper is meaningful in that it is the first study to analyze the patterns of pronunciation errors of Uzbek learners using voice data and to propose pronunciation instruction methods according to the Uzbek learner’s pronunciation tendencies.

The purpose of this study is to investigate the patterns and characteristics of /ㅢ/ pronunciation errors of Uzbek Korean learners based on an experimental phonetic methodology, and to present basic educational materials. For this study, the speech data were analyzed for patterns and characteristics of pronunciation errors for vowel /ㅢ/ according to phonological conditions and morphological conditions. As a result of the experiment, the error patterns according to phonological conditions were different for male and female, but overall the error rate of /ㅢ/ was high in the word-initial and GV structure. Under morphological conditions, grammatical morphemes had a lower error rate than lexical morphemes. Also, the error rate was high in words that could be separated depending on the structure of the word.

This study aimed to examine the patterns and characteristics of pronunciation errors of /ㅡ/ and /ㅣ/ of Mongolian Korean learners and to make educated suggestions. To this end, a pronunciation experiment was conducted on Mongolian learners, and through this, the characteristics of pronunciation errors of /ㅡ/ and /ㅣ/ were found. First, consonants preceding /ㅡ/ and /ㅣ/ affected both vowels, but there was a difference in that the articulation method of the preceding consonant affected /ㅡ/, and the articulation position affected /ㅣ/. In other words, if the pronunciation preceded the liquid sound, there were many pronunciation errors of /ㅡ/, and If the pronunciation error rate preceded the soft palate sound, pronunciation errors of /ㅣ/ increased. Second, the morphological factor of the word affected /ㅡ/ and the phonological factor affected /ㅣ/. In words containing /ㅡ/, the morpheme type affected pronunciation, and in words containing /ㅣ/, the syllable position affected /ㅣ/. In words containing /ㅡ/, the morpheme type affected pronunciation, while in words containing /ㅣ/, the syllable position affected pronunciation. Therefore, /ㅡ/ and /ㅣ/ pronunciation learning must be taught in connection with consonant learning in order to decrease pronunciation errors. At this time, the teachers should pay more attention to the consonants where errors occur frequently. It was suggested that when teachers make materials involving /ㅡ/ and /ㅣ/, teachers should consider both phonological and morphological factors to help students clearly differentiate the two vowel sounds.

This study provides basic data for improving Korean pronunciation education for Vietnamese learners of Korean by examining the patterns and characteristics of their pronunciation errors in syllable-final consonant clusters. The error rate by consonant-cluster was ‘ㄾ’ (65.9%), ‘ㄿ’ (65.5%), ‘ㄼ’ (64.9%), ‘ㄺ’ (54.0%), ‘ㄻ’ (47.7%), ‘ㄳ’ (42.2%), ‘ㄵ’ (24.6%), ‘ㅄ’ (5.6%); there were many pronunciation errors in the consonant cluster including ‘ㄹ’. More errors occurred when a syllable-final consonant cluster preceded a consonant than a vowel, and there were differences in the error patterns. Pronunciation error rates when the trailing element was a consonant did not differ between levels 2 and 3, while a significant difference appeared only in level 4. By grammatical category, the pronunciation error rates of nominal was lower than that of verbal, and in terms of vocabulary difficulty, beginner-level vocabulary was lower than intermediate-level vocabulary. Vocabularies for selecting the first consonant were lower than the vocabularies for selecting the second consonant by location of the selected consonant. In level 2, there were many error types in the pronunciation of the second consonant, but in level 3, there was more attempt to pronounce the first consonant even with a pronunciation error. Pronunciation error rates involving trailing vowels showed significant differences among all levels, regardless of grammatical category or vocabulary difficulty. According to the position of the selected consonant, the pronunciation error rate was high for the vocabulary that selected the second consonant. Level 2 showed an error of omitting a consonant even when accompanied by a trailing vowel, while level 3 showed failed attempts to pronounce both consonants. In level 4, as the success rate for articulation of the preceding consonant increased, the pronunciation error rate decreased.

The purposes of this study were to investigate the patterns of errors with reason expressions among Korean learners and to provide some directions to the efforts to find the ways to teach about reason expressions from a perspective of Korean education. A review of discussions about syntactic errors made by the students trying to learn Korean and the previous discussions about the frequency of the errors according to meaning functions reveals that the errors related to connective endings account for a huge portion. It's also suggested that the most often used connective ending in the writings by Korean learners is to expression a “reason.” Despite the fact, however, there are not many independent discussions about connective endings or expressions for reasons. Thus this study examined the writings of Korean learners in terms of connective endings to express reasons and the error patterns of the expressions with such a meaning function. It tried to generate some results that would help to design more efficient teaching plans.