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Most task-based research examined the effects of task complexity on various aspects of L2 production, and this study aims to perform an in-depth analysis of task complexity effects on error patterns observed in L2 writing in terms of morphological, lexical, syntactic, and mechanical errors. 39 learners of English carried out one written task with three levels of task complexity, operationalized as the number of elements. Results of a series of repeated-measures ANOVAs revealed that greater task complexity led to significant increases in the amount of all four error types and the numbers of morphological, lexical, and local syntactic errors per T-unit. It was also found that learners are more likely to make errors in terms of plurality, word choice, and article use when they need to mention more elements when carrying out complex tasks.

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.

This paper aims to shed light on the distinction of translation competence between professional translators and translation major learners by going over the translation error at lexical level that translation major learners often make in literary translation and comparing them with professional translators’ translation of the same work. In PACTE’s study, translation competence is made up of five sub-competencies as well as psycho-physiological components. The five sub-competence is bilingual sub-competence, extra-linguistic sub-competence, knowledge about translation sub-competence, instrumental sub-competence and strategic sub-competence(2003: 58). Translation error can be used as a standard for measuring translation competence. In this paper, error patterns of translation major learners were classified into five categories: Errors in vocabulary related to culture, Errors caused by interference of Sino-Korean word, Errors due to conceptual meaning, Errors in correspondence between vocabularies, Error in selecting advanced vocabulary. By way of conclusion, this paper had revealed the translation error’s meaning in the distinction of translation competence between two groups.

This paper examines lexical errors produced by sixty-nine (Years 7-12) Korean-Australian learners of Korean as a Heritage Language (KHL) in their compositions. Utilising the error analysis method the present study identifies types of high frequency lexical errors, explains the possible causes and discusses pedagogical implications derived from the results. The study identifies six types of lexical errors such as simplification and code-switching and provides interpretations and/or explanations for each type along with examples. It is suggested that the nature of the lexical errors is largely affected by both interlingual and intralingual factors, as well as socio-linguistic factors such as learner exposure to the heritage contexts. It is argued that there is a need for heritage learners to participate in remedial and active learning for vocabulary acquisition, and it concludes with discussions of some pedagogical suggestions.

본 연구에서는 의미상의 유사성으로 인해 영어권 한국어 학습자가 빈번히 범하는 어휘 오류를 분석, 분류하여 한국어 교육 시에 이들 어휘 항목이 가지는 교육적 의의를 논하고 지도방안을 모색하고자 한다. 왕혜숙(1995)을 비롯한 어휘 오류 분석 연구들은 어휘 오류가 주로 혹은 빈번히 의미상의 유사성에 의한 혼동에 기인하고 있음을 밝히고 있다. 이들 어휘 오류들의 원인은 의미상으로 서로 ‘경쟁하고 있는’ 어휘들의 개념적 차이에 대한 인식의 부족과 관련이 있다. 본 연구는 이들 의미상의 어휘 오류들을 분석, 동의어(일 vs 직업), 의미 및 발음의 유사어(비판 vs 비평), 의미의 연상어 (수업 vs 교실), 일치관계어(결혼 짝 vs 결혼 상대자) 등 여섯 가지로 분류하여 논한다. 이들 어휘와 관련한 학습자들의 혼동은 그 의미상의 유사성 때문만이 아니라 학습자가 받는 교육과 교육자료(예: 학습자 사전)의 부적절성에 기인할 수 있음을 주장한다. 의미상의 미묘한 차이로 인해 일어나는 학습자의 어휘 오류에 대해 한국어 교육자의 주의를 환기시키고 혼돈을 최소화하기 위해 교재 개발 시나 교정 교육 시 도움이 될 수 있는 몇 가지 방법을 제시한다.

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.

There has been a huge amount of research on errors of language learners. However, most of them have focused on syntactic errors and those about lexical errors are not found easily despite the importance of lexical learning for the language learners. The case is even rarer for Korean language. In line with this background, this study was designed to find out what the actual features of lexical errors made by some American college learners of Korean language. These beginner-intermediate level learners showed a variety of features of lexical errors. Detailed explanations and discussion on the finding are followed. It concludes with some implications and some suggestions for the future research.

As part of the postgraduate course in translating and interpreting, students at Macquarie University in Australia carried out an analysis of errors found in translations by first semester students of the Translating Practice unit, from source language English into target language Korean. This article looks at the results of a part of the group analysis of empirical data which examined types of errors found in student translations to find possible reasons for such errors. The analysis found that a lack of competence in L2 (Language 2), a lack of equivalent lexical competence and simply a lack of care or negligence were all likely reasons for translation errors. An interesting point to note is that an error possibly caused by a lack of lexical competence in L1 (Language 1) was also found. This paper looks at the requirements needed to become a good translator, sheds light on lexical competence problems of training translators for the English and Korean language pair, while highlighting gaps between the two languages which potentially cause problems for translators, and emphasizing the need for translators to be aware of such gaps and possibly narrow, if not mend, them.

This study investigated the effects of dual coding elucidation on raising learners’ awareness of L2 lexical errors and correct usage. Participants included 135 Korean EFL middle school students assigned to either a single-coding or dual-coding group. The single-coding group studied the incorrect and correct usage of target lexical items under a verbal-code-only condition. The dual-coding group studied the incorrect and correct usage under a verbal-plus-visual-code condition. Participants completed posttests at two intervals: immediately after studying the materials and four weeks later. Analyses revealed that dual coding elucidation had significant positive effects on facilitating learners’ awareness of lexical errors and correct usage; these effects remained over time. The results also indicated no significant correlations between learning style and the effectiveness of visuals. Qualitative data demonstrated that students perceived visuals as being helpful in improving accurate lexical use and their engagement in learning vocabulary. The article concludes by discussing the facilitative role of visual encoding in L2 lexical knowledge development, thus expanding on the dual coding theory.

When Korean ESL (English as a Second Language) students translate a Korean sentence into English, they often make errors. A common cause of the errors is the same-translation effect. The present study examined to what degree the same-translation effect could lead to errors in Korean-to-English translation. For the experiment, 20 pairs of semantically related English words with the same Korean translation, and another 20 pairs with different Korean translations were prepared. Sixty students were given translation tests with the 40 pairs. Comparing the success rates of translation in each of the same-translation and different-translation sets, the present study found that more errors were committed in the same-translation set than in the different-translation set, and that the difference was statistically significantly. In the experiment, it was statistically proved that instruction could reduce errors in both sets, but by a greater margin in the case of the same-translation set than in the different-translation set. At the end of the present study, three ways to reduce the same-translation effect were offered. Firstly, by referring to English dictionaries, Korean ESL students should learn how two or more words with a similar meaning are different in meaning and usage. Secondly, in studying English words that have the same Korean translation, they should study their syntax, collocation, and association, as well as their morphophonology and semantics. Finally, teachers should provide appropriate instruction on English words that are semantically related but have different meanings or usage.

The purpose of this paper is to shed light on the necessity of academic fundamentals in the subtitling translation of the on-demand service through comparison and analysis of the lexical differences between the subtitles of the Korean historical drama, Jang Ok Jung, running on two Internet websites in the U.S. With easier access to the Internet, watching dramas and movies through an on-demand server has rapidly become popular all over the world. The role of subtitling also plays an important part among a variety of countries with different cultures and languages. Even so, the academic arena has ignored the accompanying translation field. Consequently, subtitle mistranslations often appear on the screen and the lexical choices have lacked consistency. This causes the viewer confusion and misapprehension. Translators for Korean historical dramas, or Sakuk, in particular, have a lot of difficulty in translating words that have nonequivalence in other languages. The data were classified into two main groups: Consistent Translation (CT) and Inconsistent Translation (IT). CT is the group having the same meaning, while IT is the group having different interpretations between the two websites despite having the same Korean dialogues. CT categorizes three subgroups of Synonym, Paraphrase, and Condensation while IT categorizes two subgroups of Semantic Change (SC) and Inappropriate Lexical Choice (ILC).

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.

본 연구는 대학생 영어 작문에 나타난 어휘 오류의 양상을 분석하고자 한다. 영어 전공자들과 비 영어 전공자들의 어휘 오류 양상에 어떤 유사점이나 차이점이 있는지도 함께 연구하였다. 총145명의 대학생이 연구에 참여하였으며 그들의 영어 작문이 연구도구로 사용되었다. 본 연구에서는 Hemchua와 Schmitt(2006)의어휘 오류 분류표를 사용하여 연구를 진행하였으며 그 결과는 다음과 같다. 첫째, 대학생 영어 작문에 가장 빈번하게 나타난 어휘오류는 연어 오류로 나타났다. 둘째, 비 영어 전공자들이 영어 전공자들에 비해 더 많은 왜곡어 오류를 범하는 것으로 나타났다. 본 연구의 결과를 통해 대학생 영어 학습자들의 작문에 나타난 어휘 오류 양상을 이해하고 교육현장에서 어휘 지도 방안을 마련하는데 토대가 될 수 있을 것으로 기대한다.

The present study investigates the aspects of lexical errors in Korean university students’ English writings. The study also examines if there are any differences in lexical errors between English majors and non-English majors. A total of 145 students participated in the study. The students’ data were evaluated and categorized by two native speakers of English and the researcher following Hemchua and Schmitt’s(2006) taxonomy of lexical errors. The most frequent error types found in the writings were collocation errors. There were statistically significant differences between the English major and the non-English major group in the category of distortion. Specifically, the latter group made more distortion errors than the former. The findings of the study will provide insights into which type of lexical errors should be emphasized in Korean tertiary classes.

This study argues the cross-linguistic influence during Spanish language learning. Most Korean students learning Spanish have already studied English. Both the English and Spanish languages share some similarities in lexicon. Due to this similarity between the English and Spanish languages it is easy to find the positive and negative transfer at the lexical level in the stages of learning Spanish. At the first stage of learning Spanish, the more dominant language, English, appears much more frequently as a source of lexical transfer. But note that the superficial similarity between languages does not mean that the words have same roots. Therefore, this analysis concentrates on the lexical error according to the stages of learning Spanish and the influence of English mental lexicon in the processing of Spanish lexical representation. And I examine how bilingual lexical representation models can help us understand the nature and the organization of Spanish mental lexicon as foreign language and the activation of English mental lexicon in Spanish language learning.

本稿では韓国人日本語学習者の韓日翻訳と韓日機械翻訳に見られる語彙の誤用を調べた。その主な結果は次の通りである。(1)韓国人日本語学習者がよく間違う語彙において、韓日翻訳上での誤用率は日本語専攻の大学3年生60.3%、4年生57.1%で学習レベルによっての差は大きくない。(2)韓国人日本語学習者の韓日翻訳と韓日機械翻訳において、語彙の正答率はそれぞれ54.5%と59.3%で大きな差が見られない。(3)韓日機械翻訳において、語彙(40問)の誤用率は0%(8問、20.0%)と100%(9問、22.5%)の比率が42.5%にまで至る。(4)韓国人日本語学習者の韓日翻訳と韓日機械翻訳による語彙の誤用率を比較して見ると、問題(40問)において機械翻訳で高いもの(100%)は学習者でも高く(80.6%)、低いもの(0%)は学習者でも低く(37.0%)、両者がほぼ似た傾向を見せている。これは日本語専攻の3年生より4年生の方が、その傾向が強い。誤用の種類(16種)において機械翻訳では形容動詞、副詞、形容詞、コソア、慣用的な動詞句、動詞、熟語、名詞、接続詞、品詞の取り違え、連体詞、不定語、数量詞、ダの順で、学習者の翻訳では副詞、コソア、接続詞、慣用的な動詞句、名詞、不定語、動詞、熟語、動詞、ダ、形容詞、数量詞、連体詞、品詞の取り違え、形容動詞の順で誤用率が高い。そして、副詞、コソア、慣用的な動詞句などにおいて、両者の誤用率が比較的高く、特に形容動詞、ダにおいて、両者は大きな差を見せている。

A lot of studies on vocabulary have been made briskly in Teaching Korean as a Second Language, and results of those studies have been applied to teaching method, text book, evaluation of Teaching Korean as a Second Language. But we hardly find studies on vocabulary errors focused on production errors made by Korean language learners because of the difficulties of study, proposing actual teaching methods. Therefore studies on learners’ language as education contents can be applicable to educational spot actually are needed keenly. This study aims to discuss categorizing for classifying objective vocabulary errors by analyzing studying materials of Korean Language learners so that this basic study leads to active studies on learners’ errors. Causes of errors can be classified into errors caused by mother tongue influence, target language(Korean Language) influence, learner’s strategy. Errors caused by mother tongue influence usually occur when learners use mother tongue vocabulary as it is. Errors caused by target language influence occur when learners can not conceptualize vocabulary they learned and Errors caused by learner’s strategy are newly coined word, code switch, direct translation of mother tongue. In case of errors made by Japanese learners, vocabulary errors caused by direct translation of mother tongue occur most, switch errors occur frequently in morphology.

It is very important diagnostically to understand psychological process what errors are appeared as well as analysis of phenomena of them such as erasion, morphological errors, collocation errors words generated by foreign learners of Korean. Metaphorically speaking, it is alike that the doctor should make a diagnosis on why patients hurt rather than know they are sick. This paper clarifies the results for this view. I firstly argued that the errors should be considered that they do not belong to either L1 or L2. because they as themselves have the characteristics of the intermediate language. Therefore, I assert to use the terms of errors of L1 approaching interference, ones of L2 approaching interference, and L1 and L2 approaching interference instead of using interlingual errors, intralingual ones and complex ones. The second, this paper clarified that errors of semantic similarity, errors of idiomatic collocation can be vested in error type of L1 approaching interference, not errors of L2 approaching interference according the difference of languages. It is imply that causes of error each can be possible to vary, even though superficially can be vested in the same type. The third, there is the type of error that L1 rule incorrectly transfers L2 rule, that means, the type of 'correspondence of L1 rule to L2 rule', even though an existing discussion didn't mention it. Fore example, it is Errors of Sino-Korean numeral collocation generated by Japanese learners. The fourth, Errors of omission or incompletion and errors of word coinage are resulted from wrong correspondence of L1 lexicon to L2 syntactic component, not the correspondence of L1 lexicon to L2 lexicon. The fifth, the phenomenon of redundancy errors is not the type of complex interference corresponding L1 lexicon to L2 lexicon, but ones corresponding different component to each especially Argentan learner. It also means that each one in which superficially has the same phenomena can be nested on the other type.

本稿では韓國人日本語學習者の語彙の誤りに對して、日本語母語話者の評價を調べた。その主な結果は次のとおりである。語彙の誤りはすべて同等ではなく、それぞれの重みを持っている。なお、語彙の誤りは種類別、Ⅰ[連體詞、形容動詞]、 Ⅱ[熟語、ダ、品詞の取り違え、形容詞、動詞、接續詞、不定語、數量詞、副詞]、Ⅲ[コソア、表現、名詞]、Ⅳ[補助動詞、慣用的な動詞句]の順で嚴しく評價されている。そして、誤りの種類別の重みと學習者の誤答率は一定の關係がなく、難しい語彙の項目であるほど、言語傳達上で大きな支障を與えるとは言えない。