Earticle

Due to globalization and the development of multimedia technology, the use of Korean-English subtitled movies and dramas has dramatically increased around the world, and especially through the Internet. However, the importance of Korean- English subtitling has been under appreciated in the field of translation. It is not difficult to find grammatically misused forms in Korean-English subtitled materials. The purpose of this paper is to highlight the importance of Korean-English subtitling and the necessity of an academic use to subtitling and translating tasks. The subtitling errors in a selected Korean movie and drama currently available on Internet websites in the U.S. were collected and analyzed. Errors in he data were then divided into two groups: Grammatical Errors and Lexical Errors. This paper focuses on the grammatical errors, which were subcategorized into six grammatical groups: Articles, Pluralization, Capitalization, Prepositions, Verbs, and Pronouns. This study hopes to help reduce occurrence of the most common errors made by Korean translators in Korean-English subtitling.

Taeyoung Jeong․Kyungsik Shin․Jin Huh (Korea Military Academy) This study purports to investigate a grammatical error pattern that a group of college-level EFL students exhibited in an English oral proficiency test. To achieve this goal, 1,208 speech samples of 619 college-level EFL students were transcribed from text recorded with a computer-based speaking test system called K-COPI (Computerized Oral Proficiency Interview) developed at Korea Military Academy. Then, the researchers concentrated on the grammatical structure ‘be ～ing’ to investigate through focus group discussions among the speaking raters and English conversation instructors within the Korea Military Academy faculty. The transcribed text files were analyzed with the corpus analysis tool WordSmith using the Concordance and Keywords functions. This compare and contrast analysis displayed the frequencies of various erroneous patterns in which the ‘be’ verb was missing, in contrast to the correct patterns in which the ‘be’ verb was included. In terms of descriptive statistics, the structures containing a pronoun + ‘be ～ing’ showed generally lower error rates than the ones containing a modal verb + ‘be ～ing’ did. Then, a series of X2 tests were conducted using the students’ level of reading comprehension scores as the independent variable, and the oral patterns of erroneously omitting the ‘be’ verb as the dependent variable. Based on these X2 results, EFL students with a higher average score of reading comprehension are likely to omit the ‘be’ verb -- when saying the ‘I am/was ～ing’ and ‘you are/were ～ing’ structures -- at a significantly lower rate than students with a lower average reading comprehension score.

The present study investigates and identifies the types of grammar errors that 84Korean EFL (KEFL) learners made when they took the TOEIC Speaking test part five and compared the results with the previous studies. The 84 undergraduates participated and two native speakers of English analyzed the data. The data were classified into the taxonomy of four surface strategies: omission, addition, misformation, and misordering. Errors of omission were the highest consisting of 74.9%, followed by those of misformation at 19.9%, addition at 3.5%, and misordering at 1.7%. The findings had a difference from the previous studies adopted for comparison. The error frequencies were very different from those observed in writing, or interview tasks in the previous studies. Errors of misformation were the highest, followed by those of omission. This difference was considered to be caused by the short test taking time, and the task itself. The KEFL learners were unlikely to try to correct their errors within the limited time since very few self-corrections were observed in their spoken answers. This study suggests that explicit grammar instruction and correction are needed to teach speaking.

This study reports on the findings of error analysis of a learner corpus consisting of 238 English argumentative essays written by Korean college students, specifically on errors that stem from confusion of lexical categories. A three-step error analysis was conducted following a procedure established by Rod Ellis in 1995. The results revealed 10 commonly confused lexical category dyads?coordinators or subordinators mistaken for adverbs, adverbs for conjunctions, gerunds for nouns, the adverb almost for either an adjective or a noun, the pronoun each other for an adverb, adverbs for nouns, conjunctions for prepositions, prepositions for conjunctions, the preposition to for an infinitive, and the adverbial for example for a preposition. Discussions of the causes of such confusion?homogeneous L1 translation, failure to correctly punctuate spoken language in writing, lack of L2 grammar knowledge, negative transfer of L1 morphosyntactic properties, and lack of L2 lexical knowledge?are delineated with specific examples. The limitations of the study and pedagogical implications are addressed.

English has become the lingua franca. In consequence, not only oral communication but also written communication in English has become a crucial ability due to the situation of EFL in Korea. Nonetheless, the current education system still does not provide a chance for students to be exposed to authentic English by only focusing on traditional school grammar. At this pont of time, it is highly recommended that teachers devise activities to draw learners’ attention to the errors and help them to compare them with the correct target language forms. We can achieve what we have tried to by applying error analysis to language class, which will be useful and helpful for learning grammar in a practical way. The purpose of this study is to suggest that explicit and implicit instruction focused on grammar by identifying frequent errors students made in their writings has significant effects on English grammar ability across knowledge, skill, and emotion domains of Korean students.

교사용 지도서란 교수자의 원활한 수업 진행을 돕고 교재의 활용 효과를 높여 주는 교육 자료이다. 한국어 교재 개발과 함께 교사용 지도서도 개발되어야 하지만 아직 지도서 간행과 연구에 대한 관심과 속도는 높지 않은 편이다. 본고에서는 한국어 교사용 지도서에 대한 교사들의 요구 분석을 살펴보고, 현재 개발되어 있는 교사용 지도서의 일반적인 구성과 내용을 점검해 보았다. 특히 한국어 교육 현장에서 교사들이 경험하고 있는 문법 수업의 어려움과 실제 학습자가 발화하는 오류에 대한 처치 방법을 교사용 지도서가 담고 있는지에 대하여 주목하였다. 분석 결과 현행 한국어 교사용 지도서 중에는 학습자가 발화한 문법적인 오류 문장들을 제시하고 그에 대한 수정 방안을 기술한 지도서는 거의 없으며 있다 해도 예문의 개수와 설명이 부족하여 보완이 필요함을 발견하였다. 학습자들이 어려워하고 자주 틀리는 오류를 경험적으로 기억하고 주관적으로 설명하기보다는 학습자가 발화한 말뭉치 자료를 바탕으로 전형적이고 다양한 오류 문장을 추출하고 그에 대한 원인 분석과 수정 방향을 제안할 필요가 있다. 이 연구가 한국어 교재 및 교사용 지도서에서 학습자 문법 오류와 수정 방향을 탐색하는 연구의 단초가 되기를 희망하며 추후 실용적인 문법서 개발과 한국어 학습자 문법 오류 사전 개선에도 유용하게 쓰이게 되기를 희망한다.

The teacher's guidebook is an educational material that is supposed to help instructors smoothly conduct classes and enhances the effectiveness of using textbooks. Along with the development of Korean textbooks, teacher guidance should also be developed, but interest and speed in the publication and research of the guidebook are not yet high. This paper examines the analysis of teachers' needs for the Korean language teacher's guide, and examines the general composition and content of the currently developed teacher's guide. In particular, attention was paid to whether the teacher's guide contains the difficulties of grammar classes experienced by teachers in the Korean language education field and how to deal with errors uttered by actual learners. As a result of the analysis, it was found that even if there are few guidebooks presenting grammatical error sentences uttered by learners and describing corrective measures, the number and explanation of example sentences are insufficient, so supplementation is necessary. Rather than empirically remembering and subjectively explaining errors that learners find difficult and often make mistakes, teachers need to extract typical and diverse error sentences based on the corpus data uttered by learners, analyze their causes, and suggest correction directions. It is hoped that this study will serve as a starting point for research on learner grammar errors and correction directions in Korean textbooks and teacher guides, and that it will be useful in developing practical grammar books and improving Korean learner's grammar error dictionary.

This study investigates the grammar errors that Korean university students make in TOEIC. 85 students participated in the study during the fall semester in 2013. Throughout the semester, they regularly reported on all the questions they got wrong in 10 units from the reading section of their textbook and why they thought they did. Analysis of the data revealed the grammar questions with the highest error rates, such as those about the usage of ‘representative’ versus ‘representation’ and the relative pronoun ‘whose,’ as well as the grammatical categories with the highest error rates, such as subject-and-verb agreement, tense, and voice. Among the causes of the errors, the major ones were reading difficulties, unfamiliar usage of verbs, and unmastered grammar skills. Among the suggestions this study makes for TOEIC courses are that subject-and-verb agreement, tense, and voice be taught first in order to be reviewed throughout the semester; an online site be constructed to provide more question practice for the questions with the highest error rates; and instruction on reading skills be included in grammar instruction.

목적 본 연구는 초급 문법 수업과 달리 학습내용의 선정과 도입순서 결정이 난해한 중급 문법 수업의 효율성과 학습 성과 제고를위해 오류를 기반으로 설계한 문법 수업 방안을 제안하는데 있다. 방법 도구적 쓰기 활동을 통해 교수자가 학습자의 오류를 점검하는 방식과 학습자의 자가진단을 통해 수업에서 다룰 세부적인 교수⋅ 학습내용을 선정하였으며, 두 차례에 걸친 오류 텍스트 교정 테스트를 통해 학습자의 문법 이해 정도를 진단하고 활용 능력의 향상도를 평가하였다. 결과 오류를 기반으로 교수⋅학습내용을 선정하여 수업을 진행한 결과 문법의 이해와 활용 능력이 향상되었으며, 학습자가 중심이되어 수업 내용이 결정되는 과정에서 자기 주도적 학습 분위기를 형성할 수 있었다. 결론 외국어 수업에서 문법 수업의 궁극적인 목적은 그것의 활용 능력 신장을 통한 의사소통 능력 배양에 있으며, 중급 수준에서는문법이 어떻게 활용되는지에 대한 처방적 문법 수업이 실시되어야 한다. 이를 위해 학습자 오류 진단은 교수⋅학습의 효율성 제고를위한 유의미한 출발점이 될 수 있을 것이다.

Objectives The purposes of this study is to propose a grammar lesson method based on error diagnosis to improve the efficiency and learning performance of intermediate grammar classes, where it is difficult to determine learning contents, unlike grammar lesson for beginner level. Methods Through the instrumental writing activity, among others controlled writing, the instructor checked the learner’s error in grammar contents of beginner level and determined the learning contents. The learner’s understanding status was diagnosed by error text correction tests and the improvement of the language ability was evaluated. Results As a result of determining learning contents based on errors, the language awareness of learners was improved and in the process autonomous learning atmosphere was developed. Conclusions The ultimate purposes of grammar lesson is to develop communication skills thorough the development of their grammar skills. In conclusion, prescriptive grammar lesson focusing on the development of grammar use is necessary for intermediate level. For this purpose, diagnosis of learner’s error can be a meaningful starting point to improve the efficiency of teaching and learning.

In this paper, I have examined the misconceptions centering on the existing studies and tried to show the misconceptions in the Korean grammar textbooks. I have suggested that it is desirable to use misconceptions only for learners. In addition, six elements of current reading and grammatical textbooks are considered to be factors that can lead to learner's misconceptions in textbooks. First, the terms of use and explanation, secondly, source of materials, and thirdly, method of presentation of contents and materials were mentioned. In any case, it was realized that the precise understanding of grammar in essence does not constitute misconceptions, and that various factors that could lead to learner misconceptions should be removed from the whole process of textbook production. The study of the nature and type of misconceptions that learners can have will be useful for the development of grammar education in the future.

현재까지 한국어 교육 현장에서는 다른 문법 범주에 비해 피동·사동 표현을 비교적 소홀하게 다루어 왔다. 따라서 다양한 교육방안의 검토도 부족한 실정이다. 한국어교육 문법서의 피동·사동에 대한 설명은 학교 문법의 그것과 별반 다르지 않으면서도 통일되어 있지 않고 모호하여 혼란을 가중시키고 있다. 대부분의 한국어 교재 또한 피동·사동 표현을 단순히 어휘로 제시하는데 그쳐 한국어를 배우려는 학습자들이 피동·사동 표현을 실제로 사용하는 것이 쉽지 않다. 이는 한국어 학습자들의 피동·사동 표현 사용 양상에서 드러나는 많은 오류를 통해 쉽게 이해할 수 있다. 따라서 본 연구에서는 한국어 교육 문법의 개별 연구로서 피동·사동에 대해 보다 심층적으로 논의하고자 했다. 먼저 한국어 문법서에서 피동·사동 표현을 어떻게 기술하고 있는지 살피고 한국어 교재에 제시된 설명 방식을 고찰하였다. 또한 학습자 오류 양상을 분석하여 그 유형을 정리해봄으로써 기존 한국어 피동·사동 교육방식의 문제를 파악하여 보다 효율적인 피동·사동 교육을 위한 기틀을 마련하고자 하였다.

Study on passive and causative expressions and the teaching method has been unnoticed in Korean eduction as a foreign language. Korean pedagogical grammars of passive and causative forms in Korean Grammar books for foreign learners are contrasted with similar school grammar for native speakers. Moreover, Korean pedagogical grammars in Korean grammar books have different contents each. And it causes learners confusion. Also, pedagogical grammar in Korean textbooks presents just vocabularies without rules of grammar. Therefore, Korean learners could feel difficult to use passive and causative expressions practically. These difficulties of learners appear students' errors. This thesis analyzes Korean pedagogical grammar in Korean grammar books and textbooks and researches on errors of Korean Learners. On the based on the research, this study presents affective teaching method.

This study investigates how determiners and participles are described in English grammar books published in Korea and how they differ from those found in internationally recognized grammar references. A total of 18 grammar books?six different series, each consisting of three levels?for middle school students from major Korean publishers were examined. The results show that Korean English grammar books categorize determiners as adjectives?rather than treat them as a separate part of speech as do all the internationally recognized grammar references?leading to theoretically incorrect and pedagogically unhelpful labels such as “quantitative adjectives” and “demonstrative adjectives.” As for participles, their use is explained as attributive or predicate, as with adjectives, but the distinction between the two is often illustrated with incorrect examples. Moreover, the common practice of explaining the functions of participles as modifying nouns or complementing subjects or objects does not seem pedagogically helpful and can lead to students’ confusion. These findings highlight the importance of using correct grammatical terms and providing appropriate examples in English grammar books published in Korea to help prevent students’ errors and misunderstanding of English grammar.

English teaching had been based on grammar-translation method until the 1970's in Korea. English education experts have mixed feelings about evaluation of the method in students' English learning: a positive and negative evaluation. One of the problems with such a teaching method is that it does not help students to be able to communicate in spoken English. To overcome the weakness of grammar-translation method, conversation-based method has been introduced in the early 1980's and this method has since been mainstreamed in English teaching. No method, however, is best. It is true that students have achieved improvement of their communication skills in spoken English through this method than in the past. On the other hand, the problem which resulted from the method is to implant misconception about English learning in even in teachers as well as in students: they both believe that grammar learning is a kind of hindrance to learning English. This paper aims to review the current situation of teaching grammar at secondary school under the 7th National Curriculum and to suggest a solution to minimize some errors which the students frequently make at class.

여러 언어 기능 중에 쓰기는 해당 언어를 통한 의사소통 문제를 인지하고 생각을 체계화하여 정리하는 지적 기술이다. 또한 언어 학습 과정에서 학습자의 언어 숙달도를 점검해 보는 도구이기도 하다. 한국어 쓰기는 정확한 문법과 풍부한 어휘 표현력 등을 요구하기 때문에, 한국어 학습자들에게는 언어 기능 중 가장 어려운 영역이기도 하다. 학습자의 한국어 쓰기 결과물을 통해 다양한 오류를 관찰할 수 있으며, 쓰기는 물론 문법 교육에 이르기까지 오류 분석을 통해 교육 방안을 모색해 볼 수도 있다. 이 연구에서는 최근 증가하고 있는 베트남 한국어 학습자들의 쓰기 과제 결과물을 분석해 보았다. 쓰기 과정 중에 나타나는 오류를 유형별로 나누어 문법적으로 분석하고, 한국어교육 현장에서 실질적으로 적용될 수 있는 쓰기 교육 방안을 제시하였다. 이와 같은 기초 연구를 기반으로 하여 한국어 학습자들의 쓰기, 문법, 어휘 교육 등에 대한 논의가 계속되어야 할 것이다.

This study analyzes the writing errors of Vietnamese learners of Korean by type, and suggests an educational method that can be useful for overcoming writing errors in the field of education. It was performed through a grammatical analysis of writing errors that appear during writing exercises at a Korean language education site. Among the various language functions, Korean writing is accepted as an intellectual skill that recognizes communication problems and organizes thoughts using the Korean language. It is also a tool to check learners' language proficiency in the course of language learning. Moreover, writing in Korean is the most difficult area of language skills for Korean learners because it requires accurate grammar and abundant vocabulary. Various errors can be observed in the results of learners' Korean writing. Education methods can be explored through error analysis, not only in writing, but also in grammar education. In this study, the results of the writing assignments of Vietnamese Korean learners were analyzed grammatically, and the educational method was examined for errors in the writing process. Through the analysis of writing results based on these studies, discussions on writing, grammar and vocabulary education for Korean learners should continue.

This study focuses on the Errors of Korean vocabularies and grammar in Speaking by Indonesian learners. The 8 Indonesian students who are expert in Korean were participated in the Spoken Speaking Test similar to ‘TOPIK Speaking’. They showed many vocabularies and grammatical errors when they performed the test. First, they used the unproper demonstrative pronoun ‘그’, collocation errors and misuse vocabulary errors. Second, in grammar, ‘조사’ and ‘어미’ errors are significantly appeared. The results from the study indicate that there are some negative transfers from Indonesian to Korean since the 2 languages are completely different in using vocabularies and grammar. The Indonesian students responded that they have the most difficulty with learning vocabularies and grammar in Korean. This study has to develop how to teach Indonesian learners effectively from now on.

본 연구의 목적은 영어 작문에서 나타나는 초등 5학년 학습자들의 동사 오류를 분석하고 오류 분석을 통한 문법 지도가 쓰기 능력에 어떠한 영향을 미치는지 파악하는 데 있다. 본 연구에는 서울의 초등학교 5학년 3개 학급의 학생 55명이 참여했다. 이 중 동질도가 비슷한 두 집단을 설정하여 한 학급은 비교 집단으로, 한 학급은 실험 집단으로 설정하였다. 비교 집단의 경우 교과서 중심의 일반 수업을 진행한 후 영어 작문을 실시하였다. 실험 집단은 비교 집단의 동사 오류 분석을 토대로 추출된 문법 요소를 수업 시간에 지도받은 후 영어 작문을 실시하였다. 이를 통해 발견한 초등 5학년 학습자들의 영어 동사 오류 양상은 시제와 문장 유형에 따라 다양하게 나타났다. 또한 문법 지도를 받은 실험 집단에서 동사 오류가 줄어든 것으로 보아 오류 분석을 통한 문법 지도가 쓰기 능력에 긍정적인 영향을 미치는 것으로 나타났다. 마지막으로 이 연구는 학습자들의 오류 양상에 대한 이해와 초등 영어 지도 단계에서의 문법 지도의 필요성에 대해 고려해볼 수 있다는 점에서 의의를 갖는다.

The purpose of this study is to explore the aspects of grammatical verb errors represented in the English writing of fifth graders and to investigate the effect of grammar instruction in which the result of error analysis was reflected on their writing abilities. The total of 55 fifth-grade students from three classes in an elementary school in Seoul participated in the study. One class was assigned as the comparative group from which the nature of verb errors has been drawn from students’ writings. The experimental group assigned to another class received grammar instruction focusing on the aspects of verb use on which students made errors. The findings of the study revealed that the aspects of verb errors the fifth grader produced were varied by tense and sentence type. Moreover, it showed positive effect of teaching grammar through error analysis on their writing abilities in that their verb errors has been decreased after the focused grammatical instruction. Lastly, this study calls for a need to understand aspects of students’ grammatical errors in their writing and underscores the significance of grammar instruction for elementary school students.

김영주. 2007. 2. 고급한국어 작문수업을 이용한 담화중심 문법교육: 동사어미오류를 중심으로. 이중언어학 33, 1-34. 본 연구는 고급한국어 작문수업에서 문법 교육의 시행이 효과적인지 또한 적용한 방법들이 학습자들에게 긍정적으로 작용했는지를 알아보고자 했다. 설문 조사를 통해 학습자들이 문법 교육을 가장 필요한 과목으로 여기고 있음을 파악한 후 작문수업을 이용해 적극적인 형태중심 수업을 시도하기 위해 학습자들의 작문 숙제에서 추출한 동사어미 사용오류를 바탕으로 담화중심 문법교육을 실시한 사례를 보여주고 있다. 학습자들의 오류를 유형별로 정리한 전체 수정(holistic correction) 자료를 준비하여 교실활동을 하였고, 재교육이 필요한 문법사항은 자료를 만들어 다시 설명하였으며. 또한 담화중심 연습문제를 개발해 실제언어상황에서와 같이 학습자들이 동사어미 사용을 연습할 수 있도록 작문수업을 활용하였다. 학습자들은 평소 가장 부족하다고 여긴 동사어미 사용에 자신감을 갖게 되었으며 수업 중 실시한 활동들에 대해서도 긍정적인 평가를 내렸다. 다만, 문법 재설명은 가장 낮은 선호도를 보여 여전히 강의 위주의 문법 수업에 대한 부정적인 시각을 보여주었다. 본 연구는 고급학습자들도 문법교육을 최우선으로 필요로 하며 학습자 작문오류를 이용한 담화 중심 문법교육이 유효하고 학습자들의 반응도 긍정적임을 증명하였다.(Brigham Young University)

본 연구는 한국어를 모국어로 하는 학습자의 인도네시아어 쓰기 자료를 분석하여 중간언어(interlanguage)에 나타나는 문법, 통사, 어휘 오류의 유형과 원인을 규명하였다. 연구 대상은 사이버대학교 중급 수준의 학습자 67명이며, 동일 주제로 작성된 작문 과제를 기반으로 오류 분석을 실시하였다. 오류는 문법적 오류(시제 부사, 전치사, 대명사), 통사적 오류(주어·대명사 오용, 어순, 부정문 구성), 어휘적 오류(철자, 날짜 표현, 대소문자 표기)로 분류되었다. 오류의 주요 원인은 한국어 구조의 부정확한 전이, 목표어 규칙의 불완전한 내면화, 음운·표기 습관 등으로 나타났다. 특히 의미 충돌을 유발하는 시제 부사의 병치, 전치사 누락, 고유명사의 소문자 표기 등은 중간언어 발달 특성을 반영한다. 분석 결과는 반복적 피드백, 대조언어적 접근법, 자동화 기반 오류 진단 도구의 활용 가능성을 시사한다. 본 연구는 온라인 외국어 교육 환경에서 중간언어 분석이 가지는 이론적·실천적 가치에 주목하며, 향후 교수법 개선 및 학습자 맞춤형 교육 설계에 기여할 수 있다.

This study investigates grammatical, syntactic, and lexical errors found in the Indonesian writing of Korean native speakers, focusing on features of interlanguage. The data were collected from writing assignments by 67 intermediate learners at a cyber university in Korea. Errors were categorized into grammatical (tense adverbs, prepositions, pronouns), syntactic (subject/pronoun misuse, word order, negation), and lexical (spelling, date expressions, capitalization). Major causes included negative transfer from Korean, incomplete internalization of Indonesian grammar, and orthographic interference. These errors reflect developmental characteristics of interlanguage, rather than simple mistakes. The findings suggest that corrective feedback, contrastive analysis, and automated error detection tools can effectively support learners. This study emphasizes the theoretical and practical value of interlanguage analysis in online foreign language education and contributes to the development of more effective teaching strategies tailored to learners' needs.

제2언어 습득이 어떻게 이루어지는가 하는 문제는 언어학, 심리학 및 외국어 교육학에서 주요 관심의 대상이 되어왔다. 1940~50년대에 지배적이었던 행동주의 이론과 구조주의 언어학은 언어 습득을 습관 형성 과정으로 보아, 학습자가 모방과 반복을 통해 언어를 습관화한다고 설명하였다. 이 이론에 따르면 오류는 모국어 습관으로 인해 발생하는 바람직하지 않은 현상으로 간주되며, 오류 발생을 억제하는 것이 학습의 목표로 여겨졌다. 하지만 1960년대에 인지주의 이론이 대두되면서, 인간은 언어능력을 타고나며, 언어 습득 장치(Language Acquisition Device)를 통해 창의적으로 언어를 습득한다고 보았다. 이에 따라 제2언어 학습에서도 오류를 피해야 할 요소가 아닌 학습자의 언어 발달을 반영하는 자연스러운 과정으로 간주하게 되었다. 위와 같은 맥락에서 오류 분석의 목적은 이론적인 목적과 교육적인 목적의 두 가지로 나누어 볼 수 있다. 이론적 목적의 오류 분석은 인간의 제2언어 습득과정을 밝히기 위한 것으로 중간언어의 전반적인 현상에 관심이 주어지며, 오류문장 뿐 아니라 비(非)오류문장에 대한 연구가 총체적이며 기술적으로 이루어진다. 반면 교육적 목적을 갖는 오류 분석은 교육현장에서 오류 분석의 결과를 활용하기 위해 이루어진다. 학습자의 오류를 확인, 기술하며 그 원인을 알아내 평가하는 과정을 통해 학습자에게 중요한 교육적 방향을 제시하기 위함이다. 본 연구에서는 아랍어 학습자들의 동사 오류 분석을 통해 학습자들이 어려움을 겪는 문법 요소를 실제 수업 시간에 도입하여 의사소통 활동 중에 문법 지도를 함께 병행한 결과 쓰기 능력에 어떠한 영향을 미치는지를 파악하고자 한다. 이를 위해 수립된 구체적인 연구 문제는 다음과 같다. 첫째, 중급 아랍어 학습자들1)에게서 나타나는 동사에 대한 오류는 어떠한 양상을 갖는가? 둘째, 중급 아랍어 학습자들의 동사 오류 분석을 통한 문법 지도는 쓰기 능력에 어떠한 영향을 미치는가?

This study aims to examine the pattern of verb errors that occur in Arabic learners’ writing, and to examine whether grammar instruction through error analysis has a significant effect on writing ability. To this end, free writing assessments and supplementary writing assessments were conducted at the end of each unit of the textbook in an intermediate-level Arabic class. The pattern of verb errors in the two types of writing assessments was analyzed, and the grammatical elements that learners found difficult in the verb errors that they made were identified. As a result of the study, when the pattern of verb errors in intermediate-level Arabic learners was divided into perfect and imperfect verbs, more errors were found in imperfect verbs. When examining the pattern of errors in imperfect verbs, errors in incorrect forms were the most common. On the other hand, errors in agreement with the subject were the most common in perfect verbs. Through this error analysis, the grammatical difficulties of Arabic learners were analyzed and grammar instruction was conducted for the experimental group. In order to determine whether it affected Arabic writing ability, both the control group and the experimental group were divided into free writing and auxiliary writing to conduct pre- and post-writing ability tests. First, the post-writing ability tests of the experimental group and the control group were compared and analyzed, and the pre- and post-writing ability tests of the experimental group were compared and analyzed. As a result, statistically significant differences were found in both free writing and auxiliary writing. Through this, it was found that grammar instruction through error analysis had a positive effect on Arabic writing ability.