Earticle

This study aims to examine grammatical and lexical errors present in the Chinese-Korean simultaneous interpretation performances of Chinese learners of Korean. By identifying specific error patterns, the study seeks to propose effective training methods to enhance the interpreting skills of these learners. Currently, interpreting classes in graduate schools of interpreting and translation typically revolve around activities to identify errors made by students in their interpretations and suggest appropriate ways to improve them. Hence, accurate diagnosis of learners’ interpretation errors is crucial in operating interpreting classes. This study analyzes frequent grammatical and lexical errors present in the Chinese-Korean simultaneous interpretations performed by Chinese learners of Korean at a graduate school of interpreting and translation. The results show that several particular errors occurred more frequently in the learners’ use of some postpositional particles, verb endings, tenses, and verb and collocation choices. It is expected that the findings and suggested training approaches in this study will contribute to the interpreting training of Chinese learners of Korean.

The aim of present research is to examine translation errors that occur with Korean to English translations on Korean statues in a public place located in Seoul. The authors collected data of the English information boards on the statues three times during the period of 2013-2019, which included August 2013, March 2015, and February 2019. The translation error patterns of these three different versions on English information boards were compared. Through careful investigations, the format errors, grammatical errors, and contextual errors were detected in the revised versions as well as in the original version. Furthermore, it was also found that there was little improvement with the revised versions of English information boards. As a result, this paper proposes that thorough preparations and planning should be implemented when information boards on statues are translated from Korean into English.

Written corrective feedback (WCF) is widely used to point students to the grammatical errors in their written work and help reduce them. This paper reports a quasi-experimental study that compared the effectiveness of direct and indirect teacher WCF in a Thai context. One hundred and twenty Thai students at two public universities in southern Thailand were assigned to write argumentative essays within a treatment period; each treatment had 60 students. The feedback was given by four ESL/EFL lecturers at the two universities. Grammatical aspects focused on were tenses, subject-verb agreement, articles, singular/plural nouns, prepositions and adjectives/adverbs. Means for the number of errors were obtained at three points, namely, pretest, immediate posttest and delayed posttest. The findings revealed that time and WCF type as main effects showed differentiated results on all six grammatical aspects. Interaction effects between time and WCF were found for tenses and subject-verb agreement. For between-subjects effects, indirect WCF was more effective than direct WCF. For within-subjects effects, generally the differences in the mean values were significant between pretest and delayed posttest, but not between pretest and immediate posttest. These findings have implications for writing instruction and research in an ESL/EFL tertiary context.

The purpose of this case study was to investigate the effect of corpus-based feedback on the improvement in grammar accuracy in L2 writing. A few previous studies have been conducted in this field, but most of them required the participants to manipulate the concordance program, which might cause different results depending on the students’ computer skills. Therefore, the present study aimed at controlling the factor. For this six-week qualitative study, three students at different levels were asked to write 16 pieces of English writing and correct their errors using concordance lines which were provided in the form of hand-outs. The results showed that the students’ grammatical accuracy improved regardless of their levels, while the ability of the student to analyze and correct their errors varied with respect to their levels and learning styles. On the other hand, the participants pointed out that they had difficulty using the concordance-based feedback because of the incomplete form of sentences and more time to analyze errors. In conclusion, the present case study suggests the corpus-based writing feedback as an alternative way to correct grammatical errors in EFL high school students’ English writing.

This paper is aimed at ascertaining the types and frequencies of the grammatical (i.e., number-gender) agreement errors in Korean students’ compositions to show what the most troublesome error is. The data used in this research are extracted from a learner corpus based on compositions written by 137 students who major in Humanity and Arts at a university in Seoul area. All the errors in grammatical agreement are classified into the following three categories: (1) agreement in subjects-verbs, (2) agreement in determiners-nouns, (3) agreement in nouns-anaphoric pronouns. Through a careful examination of these errors, it is found that agreement in subject-verb relationships is the most common error in terms of the frequencies (189 tokens), whereas the percentage of the trials and errors for noun plurality agreement is the highest (37%). Since subject-verb agreement in the Korean language is totally absent, it is easily expected that subject-verb grammatical mismatches are the most frequent. However, the fact that noun plurality agreement, which exists but is optional in the Korean language, has the highest percentage of the errors may imply that intralingual elements of the Korean language may interfere grammatical agreement in English compositions.

Learners’ corpora are a major resource to reveal the process of learning and language acquisition. The purpose of this study is to investigate how Korean learners learn and acquire Korean connective endings by examining the usage and errors of them in the Korean learners’ corpus, which is the project result of the National Korean Language Institute from 2015 to 2017. As a result of examining the corpus of 700,000 words, more frequently used connective endings were used for texts at a constant rate regardless of proficiency. On the other hand, modal connective endings have been used at intermediate and advanced levels. In addition, the utilization rate and error rate of the connective endings increase to the intermediate level, and the error rate decreases at the advanced level.

정보시스템 감리 수행 시 반드시 필요한 절차, 기법, 방법론 등은 지속적으로 연구가 진행되고 있으며 이를 활용하는 감리인들은 감리 수행 시 감리보고서 표준화 및 품질 제고에 많은 도움을 받고 있다. 또한 정보시스템감리 수행의 최종 결과 인 감리보고서는 “정보시스템의 효율적 도입 및 운영 등에 관한 법률(현행, 전자정부법)” 이 제정되면서 법적인 근거와 위상 을 갖게 되었다. 따라서, 본 논문은 정보시스템 감리보고서의 품질 향상에 기여하고자 감리인이 전달하고자 하는 보고서 내용 의 문장 구성 형태에 어떠한 오류가 있는지를 분석하여 대안을 제시하고 검증을 수행하였다. 본 논문에서 이러한 목적을 달성하기 위해 우선적으로 감리보고서의 작성목적, 기능, 구성 체계, 활용성의 기반이 되는 법적 근거 및 위상을 고찰 후 다수의 현장 감리보고서를 대상으로 보고서에 나타난 문제점을 분석하고, 오류 현황 및 사례를 들어 분류 정리하였다. 오류 현황의 원인 분석 및 개선 방안과 점검 리스트 모형을 만들어 활용할 수 있게 정리하였다. 본 논문의 논거 실효성 검증을 위해 오류 개선방안을 현장 감리보고서에 실제로 적용하였다. 또한, 문법적인 오류를 검증할 수 있는 인공지능(AI) 기반의 자동화 도구에 대한 향후 연구과제도 추가로 제시했다. 향후, 본 논문이 감리 현장에서 유용하게 활용되어 감리발전에 기여할 것을 기대한다.

Accomplishing information system, techniques, methodology have been studied continuously and give much help to auditors who are using them. Additionally audit report which is the conclusion of accomplishing ISA(information system audit), has law of a basis and phase with ITA/EA Law(Electronic Government Law). This paper is for better quality of ISA report. But it has more errors about sentence and Grammatical structures. In this paper, to achieve quality improvement objectives, it is necessary to recognize the importance of an audit report by investigating on objectives, functionality, structures and usability of a report firstly, and a legal basis, the presence of report next. Several types of audit reports were chosen and the reports errors were divided into several categories and analyzed. After grasping reasons of those errors, the methods for fixing those errors and check-lists model was provided. And based on that foundation, the effectiveness validation about real audit reports was performed. The necessity for efforts to improve the quality of audit reports was emphasized and further research subject(AI Automatic tool) of this paper conclusion. We also expect this paper to be useful for the organization to improve on ISA in the future.

This study employs Error Analysis (EA) to examine Spanish essays written by intermediate Korean students enrolled in a university-level ELE course. The students composed these texts without the aid of automatic spell checkers or artificial intelligence (AI). The primary objective was to identify the types and frequency of genuine grammatical errors produced by learners whose native language (L1) is typologically distinct from Spanish. For this purpose, the students produced texts across various discourse modes, including exposition, description, narration, and argumentation, and analysis of these modes made it possible to identify specific areas requiring improvement. Based on the frequency of the classified errors, we conclude that three areas require detailed attention in ELE instruction: agreement, the use and omission of articles, and verb conjugation.

Анализ грамматических ошибок иностранных студентов в целом подтверждает высказанные ранее идеи о том, что при усвоении первого языка дети овладевают целыми синтаксическими блоками, привязанными к определенным контекстам. Из-за этого они не допускают ошибок на поверхностном уровне, однако нет однозначных свидетельств того, что они действительно знакомы с правилами употребления форм, так как для такого утверждения нет достаточного количества контекстов, в которых могли бы возникнуть ошибки. Если же речь идет об усвоении грамматического правила, здесь между изучением первого и второго языков наблюдаются параллели: и дети, и инофоны (а в некоторых случаях и русскоговорящие взрослые в условиях неформального общения) склонны к так называемой сверх-генерализации правил, в результате которой они производят инновации в соответствии с языковыми законами, но вразрез с практикой употребления. Необходимо отметить богатство и разнообразие тех проблемно-разрешительных механизмов, которые носители другого языка используют для того, чтобы наиболее адекватно передать свои идеи при недостатке средств выражения.

본 연구는 중국어권 한국어 학습자의 작문에 나타난 문법 오류를 분석하여, 고빈도 문법 오류에 대한 정보를 제공하고자 한다. 한국어 오류 분석 연구들이 주로 일본어나 영어권 학습자에 맞춰져 있었고, 중국어권 학습자 수의 급속한 증가에도 불구하고 관련 오류 분석 연구가 상대적으로 미약했던 점을 감안하였다. 이를 위해 연세대 한국어과정 여름학기 3급 과정에 등록한 중국어권 학습자가 작성한 학기말 고사 시험문제 중 51개의 자유 작문 텍스트를 조사하였고, 5,588개의 어절 가운데서 추출한 537개의 문법 오류를 분석하였다. 이들 오류를 형태와 빈도 등으로 제시하고, 오류 원인을 유추하여 간략히 논의하며 고빈도 오류에 대한 교육적 전략을 간략히 제안한다.

This study investigated the developmental aspects of child EFL learners’ acquisition of grammar in an uninstructed setting where learning was based on input comprehension for the most part. Data were collected for two years from two Korean children’s written journals and compositions. The characteristics of their interim grammar were described with a focus on their awareness of syntactic constraints and production of functional morphemes. The study found that there were several peculiar features in their interlanguage such as excessive use of be as a topic marker, strong preference for regular morphology, and arbitrary conversion, and significant delays in the development of functional morphemes as compared to English L1 children. These suggest that in the environment devoid of pushed output and interactive pressure, input comprehension alone cannot lead child EFL learners to attain a fully operative state of grammatical competence.

In order to ascertain the effect of anxiety on grammatical errors and writing scores (overall quality), this study examined Arabic L2 learners’ writing in the college level ESL context. Based on the Wilcoxon Signed Ranks tests, the participants’ writing scores were found to be significantly higher under the in-class writing condition than they were under the test writing condition. There was also a noticeable trend that the participants’ grammatical accuracy was lower under the in-class writing condition than under the test writing condition. Participants showed more grammatical errors but higher overall quality under the in-class writing condition. It was assumed that the students wrote more complex sentences in class with lower anxiety; by contrast, simple and grammatical sentences appeared more frequently in test writing because students might have been more afraid of committing errors. Implications for contextualized ESL/EFL pedagogy, especially at the level of secondary education in Korea, are discussed with reference to avoidance strategies and the Trade-off Hypothesis.

With regard to the effects of educational system pathology for improving language learning, through syntactic and grammatical errors and contrastive linguistic analysis theory, the researcher has examined the errors of persian speakers majoring in Arabic writing. The participants of this study includes the students of Isfahan and Kashan universities from 2007 to 2008 (2007- 2008) amongst those 56 students at their 7th semester are chosen. The instrument used in this study is a piece of writing (composition). Moreover, random sampling has been used. That is, randomly two universities of Isfahan province have been selected, and amongst the students of these universities, the 7th semester students have been chosen. Based on the results of this study, it has been proved that interlingual and intralingual interference are two of the most important sources responsible for the Syntactic and Grammatical errors in students writing.

This paper discusses the results of two questionnaire surveys which are designed to find out how Korean college students perceive some problematic English sentences and how their imperfect knowledge of English grammar affects their attitudes towards speaking English. The major purposes of the paper are: first, to analyze what erroneous sentences they find either correct or incorrect; second, to find out how much they can be lenient with problematic English sentences by analyzing what sentences they think are fine to understand and would use; third, to investigate how their lack of proper knowledge of English grammar affects their attitudes in using and learning English; and fourth, to discuss importance of grammar teaching in an EFL classroom. In line with recent studies on World Englishes, this research adheres to the idea that it is significant to give students opportunities to use the language without fear of making grammatical mistakes rather than emphasizing Standard English and the correct language. However, the results of the surveys show that the lower the level of their English proficiency, the more they want to speak grammatically correct English, and the lesser they show leniency towards deviant English structures.

This research delves into the criteria and methodologies applied for annotating errors observed in learner language corpora in various studies with multiple mother tongues. It examines the various types and patterns of grammatical errors made by individuals learning the target language. Additionally, it discusses possibilities on how these annotated corpora and the analysis of errors can be utilized in language education and learning processes. A significant aspect of the study involves a comparative analysis of error frequencies in two distinct datasets: a corpus of English writing by Korean EFL learners and another comprising English writing data from Iranian EFL learners. The findings reveal that the most prevalent errors among Korean learners of English are associated with lexicon and article usage, whereas Iranian learners more frequently struggle with word choice and verb-related errors. The study concludes with some pedagogical implications, providing insights for educational institutions and researchers. These are particularly relevant for those interested in applying suitable criteria for annotating learner corpora with grammatical errors. This comprehensive approach aims to enhance the understanding of common errors and improve teaching strategies, thereby facilitating more effective language learning.

This study explored the type and frequency of grammatical errors Korean EFL learners make when they communicate with their peers in English. This study also tried to see if these grammatical errors reduce the intelligibility of the interlocutors and interfere with the conversation. In this study, English speaking conversations of 66 Korean college students were recorded and transcribed before being classified into six categories of grammatical errors which were originally used in Chin (2001) and Kim (2004)’s study. It was found that the main errors in English conversation spoken by Korean EFL learners are in the use of noun phrases and verb phrases. In the sub-categories, the frequency lists of errors are as follows: omission of article, verb, and preposition, misuse of a word, and pronoun. Conversation analysis also shows that the communication problems were rarely caused by grammatical errors.

This paper examines grammatical and lexical errors in English writing committed by Korean college-level learners at a low level of proficiency. Previous studies have shown that errors were primarily in punctuation, tense and articles. My qualitative analysis on a larger sample size of 100 argumentative essays written by college students at a low level of proficiency presents other types of major errors. The most frequent error types were found on misuse of nouns, subject-verb agreement, ill-formed sentence structure, and incorrect tense. Fewest errors were found in the placement of adjectives and adverbs in sentences. High-frequency negative influences of L1 on L2 writing were observed in the form of a paucity of articles and prepositions. Unnecessary words and wrong verbs frequently appeared in context. Mechanical problems like ill-formed paragraphs and sentence fragments are also identified. Some noticeable characteristics in lexical usage were revealed: Korean students use pronouns often exceedingly and the article the is infrequently used. Among auxiliary verbs, will and can were preferred over may and could. The adjective hard was used in the Korean college students’ writing three times more often than in native speakers’ corpus. Moreover, Korean college students preferred maybe over perhaps, which has a higher frequency in native speakers’ academic writing.

‘The monument of Goguryeo in Jungwon’ is a national treasure located in Chungju-si. The monument is an important historical and cultural material to show the relations of the three kingdoms named Goguryeo, Silla and Baekje. It seems to be erected to declare that Goguryeo king Jangsu conquered this area in the fifth century. As this is a national treasure, the information board describes the historical and cultural importance of the treasure. Reading the information board is too difficult, for it contains too many grammatical errors. Comparing the Korean information board with the English one, we can easily find the discrepancy of the contents. Furthermore, the English information board itself contains many grammatical errors and a lot of vocabulary which is not proper for that place. The errors examined in this paper is categorized into such four sub-sections as the place of modifiers, prepositions, conjugation of the verbs, and voice. There should be taken some methods to make the translation of the information board free from errors. To disclose the translator's name on the information board will be an effective way to prevent errors. And if it is difficult, at least the telephone number of the managing officer should be written on the board. But to make the information board in good English, there should be some kind of national policy such as educating and recruiting good interpreters of the information boards.

This article examines the grammatical sentence errors that occur easily in sentences of the articles in Journal of Tourism Science and to find a way to reduce those errors. Out of 110 papers reviewed, the study found 306 errors in total, which implies that there are 2.8 errors per one paper in scientific journals. Among the errors found, there were 196 errors of sentence components, taking 64.05% of the total and following was 63 literary errors, taking 20.59%. After reexamining the errors of sentence components, which had the highest percentage, the study found that there were 87 errors of sequencing between components, taking 44.39% and 86 postpositional errors, taking 43.88% of the errors. Errors of sequencing between sentence components had many cases of errors between the subject and the predicate and between the object and the predicate. Of the postpositional errors, most were the misusing 'as' and 'by', which both represent means and methods.핵심용어(Key words):문장 오류(sentence errors), 어휘적 오류(terminological error),문장성분 오류( components errors), 문장연결 오류( sequential error),문체적 오류(literary errors)