Earticle

본 연구는 학령전 단순언어장애아동과 일반아동의 조사사용 빈도, 조사오류 빈도, 오 류 유형별 오류빈도, 조사 하위종류별 오류빈도 정도를 살펴봄으로써 한국어를 사용하는 단순언어 장애아동이 조사사용에서 일반아동과 차이를 보이는지 알아보고자 하는데 목 적이 있다. 본 연구는 2014년 10월 1개월간 진행되었으며, 대상아동들은 부산, 경남 양 산, 경북 영천, 경산에 거주하는 아동들로써 단순언어장애아동군 20명, 생활연령으로 일 치시킨 정상아동군 20명, 언어연령으로 일치시킨 정상아동군 20명으로 총 60명이었다. 아동들에게 취학전 아동의 수용언어 및 표현언어 발달척도 (PRES)와 카우프만 지능검 사 (K-ABC)를 아동들에게 실시하였으며 이야기평가의 그림인 ‘공 이야기’, ‘그네 이야 기’를 이용하여 아동들에게 회상자료로 제시하고 세군의 아동들의 발화속에서 나타나는 조사사용빈도 및 오류빈도의 차이를 비교하였다. 또한 조사오류의 오류유형을 분류하고 오류유형별 오류빈도의 차이를 비교하여 단순언어장애 아동군과 생활연령일치아동군, 언 어연령일치아동군의 차이를 분산분석(ANOVA)을 통하여 사용빈도와 오류빈도에 대한 그룹간 차이를 검정하였다. 그룹 간 평균차이는 t 검정으로, 오류유형에 대한 그룹 간 차이는 일요일분산분석으로 검증하였다. 조사의 오류빈도는 각 군간 조사오류 빈도를 조사한 결과, 단순언어장애 군이 동일생활연 령군과 동일언어연령군보다 유의하게 오류빈도가 높았다. 오류유형별 오류빈도는 공이야 기와 그네이야기에서 다르게 나타났다. 공이야기에서 생략은 단순언어장애군에만 나타났 고, 대치는 세 군에서 모두 나타났다. 오류유형별 오류빈도의 군간 비교 결과를 살펴보면 다음과 같다. 먼저 단순언어장애 군의 경우 공이야기에서 대치오류는 목적격이 주격으로 대치되는 오류빈도가 가장 높게 나타났고, 생활연령 일치군에서는 목적격이 부사격으로 대치되는 오류빈도가 높게 나타났다. 공이야기의 기타 오류로는 주격이 주격과 이중으로 사용되는 오류가 가장 높게 나타났고, 정상아동의 언어연령일치 군은 주격과 주격의 이중 사용과 기타를 첨가하는 오류유형이 나타났으나, 생활연령일치군에서는 기타오류가 나타 나지 않았다.

Evaluation on the use of particles, which comprises a critical part of Korean language development, is very important in language diagnosis for children with Specific Language Impairment(SLI). The purpose of this study is to examine the frequencies of correct use and errors of particles, and particle errors by error types and sub-categorized types of particles in pre-school, Korean speaking children with and without SLI, in order to figure out differences between them. This study proceeded for a month in October, 2014. The subjects were 20 children with SLI, 20 age-equivalent children, and another 20 language-equivalent children, 60 in all, living in Busan, Yangsan in Gyeongnam, Yeongcheon and Geyongsan in Gyeongbuk. Children were evaluated by the PRES and K-ABC, provided by the pictures of a ‘ball story’ and a ‘swing story’ as recollective materials, in order to compare the frequencies of correct use and errors of particles presented in the utterance of children. The particle errors were categorized by types and the frequencies of particle errors were analyzed according to the types. Differences in the frequencies of correct use and errors of particles by the SLI group, the age-equivalent group, and the language-equivalent group were tested by ANOVA. Mean differences between the groups were tested by t-test and differences in the error types between the groups were tested by one-way ANOVA. The frequency of particle errors in the SLI group was significantly higher than the age-equivalent group and the language-equivalent group. The frequencies of errors by error types were different in the ball story and the swing story. With the ball story, ommission was only noticed in the SLI group while substitution was found in all three groups. The comparison between the groups according to the frequency of errors by error types was as follows. In the SLI group, nominative case particles were most highly substituted for objective case particles. In the age-equivalent group, objective case particles were most highly substituted for adverbial case particles. Among other error types in the ball story, nominative case particles were most highly duplicated. In children without SLI, duplication of nominative case particles and addition of other items were noticed in the language-equivalent group, while none of such addition was found in the age-equivalent group. In the SLI group, substitution errors in the swing story were more frequent than in the ball story. Particularly, objective case particles were highly substituted for nominative case particles and adverbial case particles were most highly substituted for objective case particles. Among other types of errors in the swing story, in the SLI group, ommission of objective case particles was most frequent, while ommission of adverbial case particles was noticed in the age-equivalent group and the language-equivalent group.

This paper analyzes the trends of the studies on particle errors for Chinese Korean learners and examines the results of the research so far. Based on this, this paper aims to present the future research task of particle errors analysis. The papers subject to analysis are 90 theses and dissertations of the degree and 43 articles of the academic journal, which are total 133 articles of the study, and in this paper, the research trends were analyzed in detail by study timing, study data (size and type), study target (proficiency, learning environment), study content (by particle, by error type). As a result, among the field of error research for Chinese learners, research on particles has been ongoing steadily, and the target data has mostly been centered on written materials. Specifically, error studies on case markers accounted for the largest portion and most studies were found to be error types based on the determination of the results. Future studies on particle errors require studies to observe changes in error patterns according to proficiency and to identify the cause of particle errors.

이연구에서는조사오류에대한교사의명시적인피드백과학습자의목표 문법에 대한 인지 강화를 위한 출력 과제 수행을 통해 한국어 초급 학습자의 조사 사용의 정확성을 강화하고자 하였다. 교수 방안의 절차는 학습자의 발표 준비, 조사오류에대한교사의명시적피드백과조사사용의정확성요구, 학습 자의 피드백수용, 학습자의 출력 과제수행인 4단계의 절차로 진행하였다. 교 수·학습 후 교육적 효과를 알아보기 위해 사전 오류와 사후 오류를 조사하여 비교분석하였다. 분석결과, 사전오류에비해사후오류가현저히감소하였다. 오류유형별결과는대치, 첨가, 누락오류에는효과적이었으나, 형태오류에는 효과적이지 않은 것으로 나타났다.

The purpose of this study is to find a teaching method that can strengthen accuracy in the use of particles though the teacher's explicit feedback on particle errors and student's output task for consciously noticing target grammar. The study has a four-step procedure: preparing presentation, teacher's explicit feedback on particle errors and demand for consciously noticing of particle accuracy, student's acceptance of feedback, and performing output task. To judge the effect of the study, the particle error rate from pre-test and post-test were then recorded and analysed. The results are as follows: Firstly, particle errors of the students are reduced. In addition, this method had a positive effect on replacement, addition, and omission errors except form errors.

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.

Korean grammatical particles present a persistent challenge for Vietnamese learners due to fundamental syntactic differences between the two languages. Vietnamese lacks case-marking particles, often leading to substitution errors involving eun/ neun (은/는), i/ka (이/가), e (에), and eso (에서). Traditional teaching methods offer limited success in addressing these issues. Motivated by the need for more adaptive and learner-sensitive solutions, this paper explores the fine-tuning of the LLaMA 3.2.1B language model to correct Korean particle substitution errors commonly made by beginner Vietnamese learners. A custom dataset was developed by generating simulated learner errors based on authentic sentence structures. The model was fine-tuned using Low-Rank Adaptation (LoRA) and instruction-based prompts to ensure efficiency and contextual accuracy. Evaluation on a 5,800-sentence test set demonstrated a sentence-level accuracy of 91.15%, compared to just 8.36% for the pre-trained baseline. With appropriate fine-tuning, these results endorse the capacity of large language models for providing sound grammatical corrections that are personally suited to the requirements of the learners. This technology exhibits promising potential for intelligent tutoring systems in facilitating one-to-one, real-time feedback in second language learning environments.

본 연구에서는 선행연구로부터 도출한 가설을 이용하여 프랑스인 한국어 학습자의 조사 사용 오류를 검증하고자 하였다. 조사의 오류를 크게 대치오류, 누락오류, 첨가오류로 나누는 선행연구 결과를 근거로, 우리는 우리의 세 가지의 가설 - ‘구문 차이 원인 가설’(가설1), ‘조사 부재 원인 가설’(가설2), ‘목표어 내재 원인 가설’(가설3) - 을 세워 조사 사용 오류를 언어 상호 간 요인에 기인하는 것(interlingual interference)과 목표어의 내적 요인에 기인하는 것(intralingual interference)으로 대분하여 살펴보았다. 실증적 검증을 위하여 각 유형별로 난이도가 다른 18개 문항으로 구성된 설문지를 작성하여 2010년 2월 프랑스 파리7대학(Université Paris Diderot)과 동양어대학(INALCO) 한국어학과 학생들을 대상으로 조사 분석했다. 그 결과, 대체로 학습자 집단에 관계없이 가설1 및 가설2와 일치하는 통계적으로 강력한 증거를 발견하였으나, 가설3과 일치하는 통계적으로 강력한 증거는 발견하지 못했다. 이러한 결과는 프랑스인 학습자의 조사 오류를 감소시키기 위해서는 두 언어 간 문장 구조의 차이를 강조하여 설명할 필요가 있으며, 조사의 필요성 여부를 의도적으로 판단하는 훈련이 필요하다는 것을 시사한다. 가설 검증 과정에서 채집된 조사 유형별 오류 데이터는 수업 시간 및 교재 지면 배분 계획에도 활용할 수 있을 것이다. 두 언어 간 문장 구조의 차이가 존재하지 않는 유형(유형B)의 정답률은 집단별로 문장 구조의 차이가 있는 유형(유형A)의 1.4~3.9배에 달했으며, 유형B의 정답률은 학습자 집단별로 조사의 필요성 판단능력을 확인하는 유형(유형C)의 1.2~2.4배에 달했다. 이는 오류율이 높은 유형의 수업 시간과 교재의 분량을 증가시켜야 함을 시사한다. 이러한 실증적 검증은 프랑스인 한국어 학습자들의 조사 사용 오류 발생 원인을 확인시켜 줄 뿐만 아니라, 프랑스인 학습자의 유형별 조사 오류를 감소시켜 주는 한국어 교수법 및 교재의 개선 방향도 제시해 줄 수 있을 것이다.

This study presents the empirical test results of the three hypotheses explaining factors causing particle errors of the French students who learn Korean. The syntax-difference, the nonexistence of case-markers and delimiters in French, and the intralingual factors in Korean are assumed to be the major factors causing the errors. The test results obtained by the questionnaire survey support the first hypothesis for all student groups lower than 5% significance level. The test result for the second hypothesis shows a significance level lower than 10% for the other four groups except P1. The third hypothesis proves statistically significant less than 10% only for P1. The results cast the following implications. First, it implies that interlingual intereference may be more critical factors which make the French students to commit errors in using particles. Second, we can predict that the higher the probability of errors for the type A (particles for the sentences with different syntactic structure from French counterparts) or C (when asked to decide if any particle is necessary in the particular context) than B (particles for the sentences with similar structure to French sentences). Therefore, more efforts should be focused on type A and C errors rather than any other type errors. Third, the implications may contribute to the improvement for instruction methods. Explanation of interlingual syntax difference may reduce type A errors, while asking the student to decide if any particle is necessary in the particular context may reduce type C errors. More class hours and textbook space may be required for type A or C than type B particles.

This paper aims to suggest an effective teaching method of Korean particles for Chinese learner in the viewpoint of contrastive analysis by analyzing particle errors (‘i/ga’, ‘eul/reul’, ‘e’, ‘eseo’), which is occurred in learning Korean language among Chinese students. The types of error are investigated by categorizing to omission and transfer in the mostly used particles (‘i/ga’, ‘eul/reul’, ‘e’, ‘eseo’) that have been collected from the writing test by the 80 beginner-level Chinese learner at Yonsei Korean language institute. We can arrive at some conclusion through analyzing particle errors. Firstly, particle errors are the most frequent errors conducted by the Chinese students who begin to learn Korean. Secondly, L1 is the dominant factor that interfere with the errors. Thirdly, they tend to difficult to understand the element corresponding to the objective of Korean language due to the order of Chinese language and bin-yu, which is the characteristics of Chinese language.

본고는 대규모 학습자 오류주석 말뭉치를 이용하여 중국어권 학습자의 주격 조사 ‘이/가’의 대치 오류 양상을 살펴보고, 오류의 원인을 모국어의 전이 가능성과 목표어의 복잡성 그리고 두 언어의 공동 작용으로 진단하고자 했다. 본고는 한국어의 개별 서술어의 특성을 분류하고 분석한 다음, 통사구조의 한·중 대조 분석으로 접근하여 ‘이/가’와 ‘을/를’의 대치 오류가 L1의 간섭과 L2의 복잡성 그리고 L1·L2의 결합 요인으로 발생한다고 추정하였다. 먼저 중국어 주어 어순, 중국어의 통사구조, 중국어식 표현 등의 모국어의 간섭으로 인하여 ‘이/가’와 ‘을/를’의 대치 오류가 발생할 수 있다. 그 다음으로, 한국어 사동구문, 자동사 구문, 자타 양용 동사 구문, 형용사 구문에 대한 지식 부족, 격 조사의 담화적 용법에 대한 지식 부족, 삽입된 다른 문장 성분 등과 같은 목표어의 복잡성으로 인한 오류들을 발견하였다. 마지막으로, 한국어와 중국어 통사구조의 대응 양상이 다대일이어서 모국어와 목표어의 요인이 함께 작용하여 간섭이 일어난 오류도 있다.

The purpose of this paper is to investigate the usage patterns and errors of Korean nominative particle ‘i/ga’. We will focus on the research used in place of the objective particle ‘eul/leul’, according to it appears a highest error rate among all patterns. Based on the example sentences of the errors of substitution of ‘eul/leul’, this paper analyzed the syntactic structure of Korean and Chinese in order to estimate the possibility of transition of L1. The results show that the ratio of errors due to L1 interference is the largest. First, there are many errors that can be seen as the transition of the mother tongue, for example Chinese learners seem to be interfered with Chinese word order. Second, there are some errors which are caused by the complexity of the target language. Third, there are some errors which can be caused by the factors of the L1 and L2. Therefore, the practice of analyzing the sentence composition is necessary for Chinese learners when they study Korean nominative particle ‘i/ga’.

The purpose of this paper is to investigate the usage patterns and errors of the adverbial particle. We will focus on the research used in place of ‘에’, according to how it appears for various semantic items of ‘에’. In this paper, we try to investigate the errors of ‘에’, which is the survey of the Chinese Korean learners, through large scale learner data. The specific research goals are as follows. First, we try to analyze the substitution error of the adverbial particle. Second, we try to examine the pattern of confrontation error according to the dictionary meaning of ‘에’. The results of the substitution error analysis are as follows. First, the errors of substitution of ‘에’ were in the order of ‘에서’ to ‘을/를’ to ‘의’ to ‘이/가’. Second, there was a difference in the aspect of the survey which was replaced by the meaning of ‘에’. And based on the example sentences of the errors, we could estimate the cause of some errors by estimating the influence of the mother tongue through the contrast analysis. First, there is a certain Chinese semantic counterpart, but a negative transition occurs. Second, there are a lot of Chinese correspondence, and there is interference in some cases. Third, there is no corresponding expression in Chinese. Next, it is difficult to see it as a mother tongue interference, but there are some complicated errors in ‘에’ itself. It is meaningful to examine the pattern of errors in large-scale empirical data and to diagnose errors in semantic items of Chinese learners through concrete examples.

The purpose of this research is to analyze the particle errors of English-speaking Korean learners and to investigate the statistical features of the particle errors using Error-annotated Korean Learners’ Corpus. The Korean Learners’ Corpus is very useful learner language data for both Korean teachers and Korean learners. Specifically, Error-Annotated Korean Learners’ Corpus is extremely valuable since it provides detailed analysis and feedback for each error. The analysis of English-speaking Korean learner data shows that particle errors are occurring across all levels of Korean learners and it shows that Korean teachers and learners should focus on how to reduce particle errors. Korean learners and teachers need to focus on subject (i/ga), object (eul/leul), topic (eun/neun) and locative/adverbial (e and eseo) particles more because these particles account for 64.41% of total particle errors. Specifically, Replacement and Omission are the most frequent and the second most frequent particle error types respectively and they account for 86.74% of total particle errors. Particle errors needs to be looked at from a larger perspective to find out better solutions to reduce them, because particles are closely related to verbs, nouns and syntactic structures. Once a bigger annotated corpus is available, we may be able to extract not only erroneous particles but also related verbs and nouns, and figure out what causes the particle errors and how to reduce them. The results could be used to provide better feedback to Korean learners and to develop better textbooks and curriculum.

본　연구는 한국 청각장애학생의 조사오용에 미치는 통사론적 영향과 음운론적 영향을 검토하기위해 일본 청각장애학생의 조사오용과 비교하는 것을 목적으로 했다. 대상자는 한국 농학교 고등부에 재학　중인 학생 44명과 일본 농학교 고등부에 재학 중인 학생 51명으로 총 95명이었다. 그 결과 통사적으로는 한국과 일본 모두 명사와 동사의 관계를 나타내는 격조사의 오용이 명사와 명사의 관계를 나타내는 격조사의 오용보다 유의하게 많았다. 또한, 한국 청각장애학생의 조사오용의 평균산출률은 한국어 조사의 특징인 음운론적 영향에 의한 조사오용을 빼기 전에도 후에도 일본 청각장애학생의 조사오용의 평균산출률보다 유의하게 높았다. 이것으로 한국의 청각장애학생들의 조사오용에 미치는 음운론적 영향은 크지 않을 가능성을 시사했다. 그러나 음운론적 영향의 조건의 차이가 있는 조사「와/과」에 한해서는 음운론적 영향에 의한 조사오용의 평균산출률이 통사론적 영향에 의한 조사오용의 평균산출률보다 높은 경향을 보였다.

The present study examined syntactic and phonological influences on particle errors in Korean students with hearing impairments by comparing them to particle errors in Japanese students with hearing impairments. The participants were 44 high school students in deaf schools in Korea and 51 high school students in deaf schools in Japan for a total of 95 students. The results were as follows. Both in Korean and Japanese students, particle errors due to syntactic influence were significantly higher for case-markers that express the relationship between a noun and a verb as compared to errors in case-markers that express the relationship between two nouns. In addition, the average occurrence ratio of particle errors in Korean students with hearing impairments was significantly higher than the average occurrence ratio of particle errors in Japanese students with hearing impairments, even after exclusion of particle errors due to phonological influence, which are typical of the Korean language. This suggests that phonological influence on particle errors is limited in Korean students with hearing impairments. For the particle “wa/kwa” however (the phonological formation of which is irregular in comparison to other particles influenced by phonological factors), the occurrence of particle errors due to phonological influence tended to be higher than particle errors due to syntactic influence.

본 연구는 외국인 학습자의 작문 분석을 통해 한국어 고급 단계 학습자가 일으키는 조사 오류가 화석화 현상에 의한 것임을 밝히고자 하였다. 이를 위해 한국어 고급 과정에서 수학 중인 외국인 학습자 7명이 8차에 걸쳐 주기적으로 작성한 작문 56편의 오류를 분석하였다. 전체 오류 523개 가운데 50.8%가 문법 오류였으며 문법 오류 중 조사 오류가 55.2%로 나타났다. 조사 오류를 분석한 결과 (1) 오류가 발생한 조사의 대부분이 초급 단계에서 이미 학습한 조사이며, (2) 그 중에서도 주격주사 ‘이/가’와 목적격조사 ‘을/를’에서 가장 많은 오류가 나타났고 (3) 오류의 유형은 대치 오류가 가장 많았다. (4) 각각의 학습자는 특정 조사에 대해 유사한 오류를 반복적으로 유발하는 경향이 있으며, (5) 학습자들은 몇몇 조사에 대한 규칙을 일반화하는 오류를 범하였다. 이상의 분석 결과로 볼 때 고급 단계의 학습자에게 나타나는 조사 오류는 학습자의 지식 체계에 고착된 오류 화석화에 그 원인이 있음을 알 수 있다.

This study aims to define Fossilization phenomenon that Advanced Korean language learners produce the errors on the usage of Particles by the analysis of their writing works. Korean Particles is an grammatical element for foreign learners to make most errors. Errors would be stuck in the learner's memory system as a knowledge if the error is not modified at the right time and right way. So if foreign learners produce errors on the usage of particular particles frequently, it means the errors would be saved as a wrong information in learner's Korean knowledge system. For this study, 56 writing works which 7 advanced learners produced periodically were analysed. Grammar errors accounted 50.8% of total errors 523 and particle errors 55.2% of grammar's. The analysis shows for characteristics in their errors. (1) most particle on errors were studied at the beginner course already even who made errors are the advance learners. (2) each Learners produced similar errors repeatedly at the same particle. (3) Learners tend to generalize some particular rule. (4) the particle errors produced by advanced learners are caused by error fossilization which was stuck in learner's knowledge system.

이 글에서는 한국어 최고급 학습자인 교환 학생의 작문 자료를 대상으로 조사 오류 양상을 분석하고, 언어 외적 요인을 중심으로 오류 원인을 탐색하였다. 먼저 이론적인 탐구를 통해 최고급 학습자의 숙달도를 분석하였고, 조사 오류의 원인으로서 언어 외적 요인의 중요성을 고찰하였다. 이후 한국어 최고급 학습자인 교환 학생 4명이 작성한 12편의 작문 자료를 분석 대상으로 질적 연구 방법론을 통해 귀납적으로 오류 원인을 확인하였다. 분석 결과, 최고급 학습자도 여전히 정확한 조사 사용에서 어려움을 경험하였다. 조사 오류에 영향을 미치는 언어 외적 요인으로는 전공 교과 중심으로 구성된 교육과정, 내용 중심 접근 방법 위주의 교수법, 내용 피드백 중심의 교사 피드백의 세 가지로 나타났다. 분석 결과를 토대로 정확한 조사 사용을 위하여 정확성 신장을 추구하는 체계적인 한국어 교육이 이루어져야 함을 제언하였다.

This study was conducted to identify the non-linguistic factors that caused advanced Korean exchange students to make particle errors by analyzing writing data. Twelve compositions written by four exchange students were analyzed in this study. The causes of their particle errors were inductively identified using a qualitative research methodology. The analysis results showed that even advanced Korean learners had difficulty accurately using particles. The non-linguistic factors that caused these errors were a curriculum composed of major subjects, content-based instruction, and content feedback. Based on these results, Korean language education should be conducted systematically to improve the accuracy of advanced Korean learners.

본고에서는 국립국어원에서 국축한 학습자 말뭉치를 사용하여 중국인 학습자 조사 누락 오류의 등급별, 조사별 오류 양상을 살펴보았다. 등급별 누락 오류 특징은 초급 단계에서는 보조사의 누락 오류율이 높았으며 중급 단계에서는 주격조사와 목적격조사의 누락 오류가 큰 폭으로 증가하였다. 고급에 올라가면 초급보다 보조사나 주격조사의 오류율이 떨어졌지만 중급과 비교해 보면 오류율이 다소 변동이 있었다. 조사별로 누락 오류 빈도로 보면 보조사의 누락 오류율은 격조사보다 약간 높았다. 격조사의 누락 오류는 주격조사>관형격조사>목저격조사>부사격조사 순으로 나타났다. 주격조사는 ‘있다/없다’ 구문에서의 누락 오류가 많았으며 관형격조사는 필수적으로 실현되어야 환경에서의 누락 오류가 많았다. 목적격조사의 누락 오류의 경우 서술어 앞에 다른 성분이 삽입된 경우에도 누락 오류가 많은 편이었다. 부사격조사의 누락 오류는 ‘와/과>(으)로>에>에서’순으로 나타났다. 마지막으로 보조사는 ‘은/는’의 오류가 가장 많았으며 ‘도’, ‘만’도 누락 오류가 보였다.

This study examines the types and characteristics of particle omission errors made by Chinese learners of Korean based on a learner written corpus compiled by the National Institute of Korean Language. In Chinese, grammatical particles are not available and thus Chinese learners of Korean find it difficult to acquire syntactic and morphological functions of Korean. Unlike Korean, grammatical cases or syntactic relations are marked through word order in Chinese. Thus, it can be inferred that Korean particles can present a special challenge to Chinese learners of Korean. The present study classified particle errors produced by Chinese learners of Korean according to their level of Korean proficiency as well as the types of particles. With respect to case particles, the omission of subject case particles was the most common, followed by adnominal case particles, object case particles, and adverbial case particles. The errors of omission of subject case particles were frequently observed in the sentences/clauses ending in issta/epsta. (‘exist/not exist’). In the case of adnominal case particles, learners made a substantial number of errors by dropping an adnominal case particle where it was required. The errors of omission of object case particles were commonly observed in the sentences/clauses where the predicate was preceded by its modifying words.

본 연구는 국립국어원 <한국어 학습자 오류주석 말뭉치>를 활용하여 중국어, 일본어, 베트남어, 영어권 학문 목적 학습자의 문어 말뭉치에서의 조사 누락 오류를 분석하였다. 통계 프로그램인 One-way ANOVA를 활용하였으며, 언어권 간의 비교·대조를 통하여 질적 분석 결과를 기술하였다. 조사별 누락오류 분석에서는 일본어를 제외하고 중국어, 베트남어, 영어에서 그 순서에는약간의 차이가 있으나 대체로 보조사와 목적격조사가 가장 높게 나타났으며그 뒤로 주격조사, 부사격조사, 관형격조사로 나타났다. 반면, 일본어에서는부사격조사 ‘에’와 관형격조사 ‘의’가 높게 나타났다. 언어권별 숙달도 빈도 비교에서는 일본어는 조사 오류 빈도가 비교적 낮아 유의미한 결과가 나오지 않은 반면, 중국어에서는 초급과 중급이 고급에 비해, 베트남어와 영어에서는 초급이 중급과 고급에 비해 조사 누락 오류 빈도가 높게 나타났다.

The purpose of this research is to analyze the particle errors of Chinese, Japanese, Vietnamese, and English-speaking Korean Learners using the Korean Learners’ Corpus. One-way ANOVA is used and qualitative analysis results are described through comparison between languages. Comparison of the frequency of particle errors by language shows that Japanese significantly makes less particle errors than the others. Omission error analysis shows some differences in the order in Chinese, Vietnamese, and English, except for Japanese, but generally topic(eun/neun) and object(eul/ leul) particle errors are the highest, followed by subject(i/ga), locative/ adverbial(e/eseo), genitive(ui) particle errors. On the other hand, locative/ adverbial particle 'e' and genitive particle 'ui' are high in Japanese. In comparison of the frequency of proficiency in each language, Japanese do not produce significant results due to the relatively low frequency of particle omission errors, whereas Chinese beginning and intermediate learners show higher frequency of particle omission errors than advanced and Vietnamese and English beginning learners show higher frequency of particle omission errors than intermediate and advanced.

This study aims to investigate errors of Chinese Korean language learners using genitive particles focusing on presence or absence of it. Korean genitive particle ‘ui’ have the function modify the substantive by being attached to preceding substantive. There are four of conditions based on the presence of ‘ui’ between two substantives. They are the condition of obligatory absence of ‘ui’, arbitrary presence of ‘ui’, and obligatory presence of ‘ui’. Furthermore, these conditions show different aspects between more than three substantives. In this study, oral presentation transcription of Chinese Korean language learners are analysed focusing on errors of presence or absence of genitive particle. As a result, there are rare errors in the conditions of obligatory absence and arbitrary presence of ‘ui’. But in the condition of obligatory presence of ‘ui’, there are relatively lots of errors compared with other conditions. And between more than three substantives, it is showed high error rate approximately 35%. Especially, the errors by deleting ‘ui’ in the condition that they should use it is extremely more than the errors by adding ‘ui’ in the condition of absence or ellipsis. It is assumed because Chinese learners are not familiar in using particles of Korean influenced by their native language. These results tells us it is important to teach Chinese learners the conditions of presence or absence of ‘ui’.

韓國學生在使用漢語“了”时經常會出現“了₁”的“漏用”过度與“了₂”的“多用”过度現象。本文從两个方面分析了導致这一偏誤現象的原因：一是母語的負遷移。大多數韓國學生以為韓語的“-었-”与“了”是一一對應關係。但實際上“了₁”与“了₂”所對應的韓語成份是不同的，“了₁”与“-었-”對應，而“了₂”与韓語的情態詞尾“-야/-니까/-네”等對應，並且也不一定是完全對應。二是教學方面的問題。這一類又可以分為兩個方面：首先是教材的疏漏和錯誤，其次是教師本身缺乏专业理論知識以及教學方法的不足。

The purpose of the present study is to identify what kind of errors are made by Korean learners in using “le” based on the analysis of HSK dynamic composition corpus. The result of analysis showed that omission was more frequent than overuse in case of “le₁” while overuse was more frequent than omission in case of “le₂”. Also, this phenomenon was found to stem from negative transfer of mother language. It can be asserted that the negative transfer of mother language is an intrinsic cause because it is a phenomenon that definitely exists in learning foreign language and is associated with the characteristics of language itself. Most of journal articles on error analysis of “le” were focused on negative transfer of mother language in identifying the cause of learner’s making error in using “le”. However, in actual education field, the problems of textbook and teacher can be a critical cause of the errors. Regarding errors related to “le”, there are misdefinition of “le”, incorrect interpretation of examples, problems in terms of contents, handling “le₁” and “le₂” in a lump, and inappropriate use of technical terms in Chinese textbooks used in Korea. Another reason of this problem is that the person who writes textbook does not have professional knowledge of Chinese grammar. In addition, as a lot of Chinese teachers have not learned this professional knowledge of Chinese grammar, they can teach what is not correct. These problems of textbook and teacher can be asserted as an external factor which can be improved through efforts.

This article is to suggest a particle teaching method through error analysis. Finding main error causes, I examined under-grade international Students' writings. It could make me get the three error causes; errors from the native language, from training procedure and from over-generalization of target language rule. I suggest that it is presented as a full sentence with particles in material from the elementary step for regular Korean language course and as an extra class of written style depending on text property for under-grade Korean writing course. I applied particles teaching with driven method for writing course of another under-grade international students. As a result, I found that the particle ommission errors is decreased comparing with the group without any direction about particle ommission.

This study is a study on the syntactic errors that frequently appeared in writing problems of second-year Korean language students at the National University of Thailand. It is a study to analyze errors related to investigations in which Thai Korean majors made the most mistakes in writing classes at actual schools and to suggest alternatives to them. To this end, in the second-year writing class, which the researchers were in charge of, a writing task that students would be familiar with was assigned and analyzed. As a result of analyzing the writing tasks of Thai second-year Korean students, the researchers, as expected, found the most errors in the use of the survey. In addition, unlike Thai, which is an isolated language, the characteristics of Korean, which is a deadlock language, have shown various types of grammatical errors related to investigation and mother use. As the first study, this study first conducted an analysis of investigation errors. In terms of syntax, the confrontation, omission, and excessive addition of investigations were the most prominent, and various errors were directly identified in connection endings, tubular endings, tense, sentence word order, and response of sentence components. In terms of vocabulary semantics, there were many inscriptions due to the incorrect use of investigations, and other errors were found such as the use of context-nonconforming vocabulary and unclear expressions that were sometimes difficult to grasp the context. It is thought that one of the main reasons for the occurrence of errors in writing of Korean students majoring in Korean is the difference and difficulty according to the characteristics of Thai and other Korean. As an alternative to this, first, I think in the writing class, classes by level are required, not by grade Second, it is necessary to continuously learn the difference between Korean colloquial and octopus. Third, it was suggested that it is effective to teach the continuity of frequently appearing vocabulary in relation to the survey.

Modern Chinese structural particles “de(得)” as a part of function word, use frequency is very high. But the Korean and the Chinese languages are structurally different, and the grammar in Korean is markedly different from grammar in chinese. This can cause Korean students of Chinese difficulty when they are using “de(得)”. This paper analyses answers from the HSK corpus. According to the result of analyzing actual erroneous cases, Korean learners raise the problem of substitution too often. the study divided “de” omission, addition, substitution phenomena shown in Korean learners into three types and discussed the causes and restrictions of the errors according to it.