Earticle

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.

본고에서는 일본어 표현 문형의 사용(쓰기)에서 발생하는 표현 문형 접속(接續) 관련 오용에 대해서 살펴보았다. 즉 JLPT N1, N2 (1, 2급) 270개의 표현 문형 사용에서 한국인 일본어 학습자가 범한 57개의 활용상의 오용과 조사 오용을 보고하고 있다. JLPT N1, N2 수준의 표현 문형 사용에서 이들 오용을 범하면, 사소한 오용이지만 문장 전체에 부정적인 영향을 주기 때문에, 교수･학습에 주의가 요구되는 것으로 판단된다. 구체적으로 학습자가 범한 오용(57개)의 특징을 보면, ① 문어(文語) ず, べし 표현 문형에 붙을 때에는 활용상의 오용이 많고, ② 한국어(‘에’)와 다른 격조사(‘に’)의 접속에서는 동사 연용형에 접속, の 첨가, に 생략 등이 나타나고, ③ 표현 문형 접속에서 나타나는 조사 오용에서는 の･に의 첨가, の와 관련된 생략･대치의 오용이 많은 것을 알 수 있다. 금후의 과제로 표현 문형의 의미･용법에 관한 오용을 보고하고 싶다. 일본어교육 현장에서는 JLPT를 대비해서 대부분 표현 문형의 이해(읽기, 듣기)에 중점을 두고 교육하고 있다. 그러나 표현 문형의 표현(쓰기, 말하기) 교육도 하지 않으면 의미상 올바른 언어 전달의 어려움이 예상된다. 이들의 효율적 교수･학습을 위해서는 무엇보다도 오용 분석이 필수 불가결하다.

The research study investigated about the errors when connecting the Japanese Expressions. There are the report about 57 morphological errors and particle errors that Koreans learning the Japanese language would make in the process of using 270 expressions of N1, and N2 (1st and 2nd grades) of JLPT (Japanese Language Proficiency Test). Although the errors in using expressions at the level of N1, and N2 of JLPT are local errors, it is considered to need attention in pedagogical learning for such errors have negative influences on total sentences. Seeing characteristics of 57 errors made by Japanese language learners, it is often found that ①there are a lot of morphological errors in using classical language expressions, for example, ず, べし, ② there appear the connection of adverbial expressions, the addition of の and the ommission of に in the process of using conjunction of case particle (‘に’) of the Japanese language with the different grammatical structure from that of the Korean language. ③ regarding particle errors when connecting the Japanese Expressions, it is found that there is much error on the addition of の･に and omittance/substitution of の (meaning preposition ‘of’). As the following task, the study is going to report about errors on the meaning and functions of Japanese expressions. The Japanese educational field teaches students, with the main focus on understanding (reading and listening) Japanese expressions in preparation for JLPT. If the education on using expressions (writing, speaking) is, however, not provided, it is anticipated that conveying right language would involve difficulty. Accordingly, it is prerequisite to analyze errors, above all, for a more effective pedagogical learning.

본 연구의 목적은 기계번역을 활용한 대학교 영어쓰기 수업에서 한-영 기계번역 결과물에 나타난 형태적 및 구문적 오류 유형과 그에 대한 원인을 분석하기 위한 것이다. 한국의 EFL 대학생 7명이 연구에 참여하였으며, 그들 은 한 학기동안 총 3회의 영어쓰기 과제를 수행하였다. 본 연구에서는 학생들이 제출한 영어쓰기 결과물 중 기계번역 결과물에 나타난 형태적 및 구문적 오류의 유형을 분석하였으며, 우리말 초고와 비교 분석을 통하여 그 원인을 찾아 보고자 하였다. 분석결과, 기계번역 결과물에서 가장 많이 발생한 오류는 문장구조와 표기법 관련 오류였으며, 기계번 역 결과물에서 발생한 대부분의 오류는 한국어 원문의 오류로 인하여 발생한 것으로 파악되었다.

This study was carried out in an L2 writing class using machine translation. The aim of this study was to explore what types of errors are identified the most frequently in the Korean-to-English machine translation output and what causes those errors. The participants were seven EFL university students who completed three writing tasks throughout the semester. The findings of data analysis indicated that the most common errors were seen in sentence structure and mechanics, and those errors in the translated texts were caused by the errors in the Korean source texts.

How do aphasics deal with the inflectional marking occurring in agglutinative languages like Korean? Korean speech repetition, comprehension and production were studied in 3 Broca's aphasic speakers of Korean. As experimental materials, 100 easy sentences were chosen in 1st grade Korean elementary school textbooks about reading writing and listening, and two pictures were made from each sentence. This study examines the use of three kinds of inflectional markings--past tense, nominative case, and accusative case. The analysis focuses on whether each inflectional marking was performed well or not in tasks such as repetition, comprehension and production. In addition, morphological errors concerned with each inflectional marking were analyzed in view of markedness. In general, the aphasic subjects showed a clear preservation of the morphological aspects of their native language. So the view of Broca's aphasics as agrammatical could not be strongly supported. It can be suggested that nominative case and accusative case are marked elements in Korean.

This study examines the morphological errors made by L1 Korean speakers with L2 English causative verbs?change of state verbs and psych verbs?in the argument structure alternation (i.e., causative/inchoative alternation) to identify possible influence from their L1. Driven by Montrul’s (2001) findings, where L1 Turkish-L2 English learners transferred their L1 morphological patterns with psych verbs but did not do so with change of state verbs, we aim to partially replicate the experimental design of Montrul (2001) to examine whether her results of Turkish speakers are repeated with Korean speakers in our study given the resemblance between Turkish and Korean. A picture-based acceptability judgment task was implemented to see whether Korean speakers are biased towards certain morphological verb forms, possibly constrained by their L1 patterns. The results align with those of Montrul (2001) as traces of L1 influence were discovered with psych verbs while only marginal of them were observed with change of state verbs. Indeed, in case of change of state verbs, Korean speakers’ strong preferences for morphologically marked verb forms in intransitive contexts (e.g., The door got opened) suggest that L2-developmental factors (viz., overpassivization) may have played a greater role in their morphological errors.

This paper revisited the claim that errors observed in L2 acquisition of alternating unaccusative verbs are constrained by the morphological patterns of learners' L1. Two bi-directional studies were conducted on L2 acquisition of English by Korean-speaking learners and L2 acquisition of Korean by English-speaking learners, using an acceptability judgement task and a forced-choice task, respectively. In both studies, the learners' choice of morphology could not be attributed to either L1 or L2. Instead, the learners of the two studies showed the same morphological pattern, that is, overt marking of the inchoative and zero-marking of the causative. These findings suggest that errors with unaccusative verbs are not L1-specific but developmental and L2 universal. It is proposed that this rather universal interlanguage pattern is caused by derivational, semantic, and morphosyntactic similarities between inchoatives and passives, which lead to L2 learners' confusion and consequently overgeneralization of overtly marked forms to the inchoative.

본고에서는 기본적으로 일본어 술어를 구성하고 있는 ‘명사(+だ), 형용사, 형용동사, 동사’에 이어지는 조동사를 중심으로, 그 형태적인(접속과 활용) 오용을 살펴보았다. 그 주요 결과는 다음과 같다. (1) 학습자 수준[㊤,㊦]에 따라서 정답률 차이가 큰 편[㊦：41.4%, ㊤：74.1%]이므로, 어느 정도 학습하면 크게 향상되리라 판단된다. (2) 학습자㊦의 문6[1단동사+(ら)れる(가능)+ば], 11[くる+たい+ば], 13[くる+ない+なる+た], 14[명사+らしい+た+です], 17[する동사+らしい+た], 21[동사+ない+そうだ+です] 모두 정답률이 0.0%인데, 이중에서 문21, 6, 11, 14는 학습자㊤의 정답률도 낮아서(15.4% 이하) 난이도가 높은 문제로 판단된다. (3) 39문제에서 학습자의 회답 유형은 평균 5.0개(3∼9개)이며, 7문제(문26, 21, 14, 15, 20, 27, 25)는 하나의 회답 유형이 30% 이상으로 일정의 유형도 보이고 있지만, 다양한 유형을 나타내고 있는 문제가 많아서 습득 과정이 단순하지 않은 것을 알 수 있다.

This paper examined morphological errors with a focus on the auxiliary verbs that follow the noun(+だ), adjective, adjective verb and verb that basically form the Japanese predicate. The key results are as follows. (1) Since there is substantial difference in the ratio of right answers [(low)：41.4%, (high)：74.1%] in accordance with the learner’s level (high or low), it is deemed that there could be substantial improvement with a certain extent of studying. (2) The ratio of right answers by the (low level) learner for Q6[(ru-verb)+(ら)れる(able)+ば], Q11 [くる+たい+ば], Q13 [くる+ない+なる+た], Q14 [noun+らしい+た+です], Q17 [suru-verb+らしい+た] and Q21 [verb+ない+そうだ+です] was 0.0%. Among these, questions 21, 6, 11 and 14 displayed a low ratio of right answers (less than 15.4%) by the (high level) learners as well. Accordingly, these are deemed to be questions with high difficulty levels. (3) The number of answer types of the learner was 5.0(3∼9) on an average for 39 questions with questions displaying the proportion of a single answer type more than 30%. Those with diversified types would not have simple process of acquisition.

언어 습득 과정에 나타나는 오류는 언어의 보편성이나 습득 원리를 밝히는 중요한 열쇠가 될 수 있다. 이 논문은 학습자의 중간언어에 나타난 발음 오류와 형태 오류를 토대로 제1언어와 제2언어로서의 한국어 습득 과정의 유사성을 찾아보고자 하였다. 이를 위하여 외국인 학습자들의 오류 패턴을 관찰하고, 모국어로서의 한국어 습득에 관한 선행연구 결과들을 검토하여 언어 습득 과정에 어떤 원리가 작용하는지 살펴보았다. 그리고 모국어로서의 한국어 습득 과정과 제2언어로서의 한국어 습득 과정에 어떤 규칙성이 있는지 알아보았다. 그 결과, 유아의 모국어로서의 한국어 습득 과정과 마찬가지로, 외국인 학습자들은 모어를 단순히 한국어로 번역하기보다 한국어의 발음과 형태에 관해 가설을 세우고 이를 실제 사용에 적용해보면서 언어를 배우고 있음을 알 수 있었다. 즉, 제2언어 습득 과정 역시 언어의 보편성에 크게 영향을 받을 것임을 짐작할 수 있다. 따라서 학습자의 중간언어에 보다 많은 관심을 기울임으로써 학습자의 인지 기능을 강조하는 언어 교육이 이루어질 수 있게 될 것이다.

Error analysis is one of the most useful methods for language acquisition research. This paper discusses about the characteristics common to L1 and L2 acquisition of Korean language on the basis of the phonological and morphological Errors. I have analyzed the characteristics of the interlanguage shown by foreign adult learners. In addition, I have probed for the principles governing L1 acquisition by examining the previous studies. Empirical results provide strong support for the systematicness in L1 and L2 acquisition. L2 Learners do not simply translate between the L1 and the L2, but apply hypotheses to the L2, and the same is true of the L1 learners. Thus, We might expect linguistic generalities to play an important role in aquisition of L2. In conclusion, it is necessary to note the interlanguage of language learners to develop the methodology of language teaching that emphasizes learners' cognitive functions.

본 연구에서는 중국인 학습자를 중심으로 한국어 지시어의 사용 오류 양상을 형태·통사 측면에서 고찰해 보는 것을 목적으로 한다. 이를 위하여 빈칸 채우기 테스트, 진위 판단 및 오류 수정형 테스트, 번역 테스트를 설계하고 대치, 첨가, 누락 세 부분으로 나누어 오류 양상을 분석하였다. 분석 결과 첫째, 대치 오류에서 지시 대상이 인물일 때 지시어의 특수용법에 대한 입력이 불충분하다는 것을 파악할 수 있었다. 또한 인물이나 시간을 지시하는 경우에 사물을 지시하는 지시어를 사용한 오류가 높은 비율을 차지하였다. 둘째, 첨가 오류 양상의 경우, 번역 테스트에서 학습자들의 오류가 다양하게 출현하였을 뿐만 아니라 오류율도 아주 높음을 확인할 수 있었다. 특히 사물 지시와 장소 지시에서 높은 오류율을 보였다. 셋째, 누락 오류에서 학습자들이 과도하게 ‘이, 그, 저’를 사용하고 있었으며 지시 대상에 따라서 형태가 다름을 인지하지 못하고 있는 것으로 확인되었다.

This research focuses on Chinese learners of Korean and examines the use errors of Korean demonstratives from morphological and syntactical aspects. For this, I designed a cloze test, authenticity judgment and oral repair test, and translation test and analyzed the error patterns by dividing them into three parts: substitution errors, addition errors, and missing errors. The analysis results are as follows. First, regarding substitution errors, it could be understood that the input for the special usage of a directive was insufficient when the target of the directive was a person. In addition, in cases indicating a person or a time, errors occupied a high percentage of the use of demonstratives indicating objects. Second, regarding addition errors, it was confirmed that not only did the errors of learners appear in various ways in the translation test, but also that the error rate was quite high. In particular, there was a high error rate in object indication and place indication. Third, regarding missing errors, it was confirmed that the learners were excessively using “i, geu, jeo,” and did not recognize that the morphology differs depending on the object of instruction.

This paper concerns overpassivization phenomena with English unaccusative verbs by L2 learners. The factors causing overpassivization have been discussed in the L2 literature. Recently, however, a line of researchers have turned their attention to the morphological properties focusing on the tense of unaccusative verbs. In terms of the morphological properties, The past verb form -ed and the past participle -ed are alike. Therefore, this paper examined the potential role of tense and the morphological -ed(like die -died -died) in the acceptance of overpassivized unaccusative verbs by second language learners of English and found that morphological form might result in overpassivization errors L2 learners made. Limitations of study and theoretical implications would be discussed.