베트남인 학습자의 한국어 쓰기 오류 분석 및 교육 방안

Abstract

This study aims to analyze the errors found in the writing samples of intermediate Vietnamese learners of Korean and propose teaching and learning methods to prevent the fossilization of these errors. The errors are categorized into phonological errors, grammatical errors, lexical errors, and complex errors that hinder meaning comprehension, with their causes subsequently analyzed. It was found that phonological errors, mainly resulting from differences in the phonological systems of Korean and Vietnamese, affect writing accuracy. To address this, it is suggested that integrated listening and writing activities, such as dictation, be used to help learners recognize their phonological errors, with a list of frequently confused phonetic items be provided in advance. Grammatical errors were identified in particles, endings, tense, quoted clauses, agreement between sentence components, negation, modifiers, and verb conjugation. To correct these errors, a systematic teaching approach to Korean sentence structure and its characteristics as an agglutinative language is recommended. Additionally, exercises involving sentence completion with particles and activities involving peer or self-feedback for error correction were suggested. Lexical errors were categorized into substitution, omission, and addition errors, and their causes were analyzed. It was proposed that vocabulary be taught as chunks combined with particles or expressions rather than using standalone words. Furthermore, the use of visual aids along with various example sentences to explain differences in similar grammar or vocabulary was recommended, as well as the provision of practice questions to confirm understanding. The educational competence of teachers is crucial for effectively correcting and teaching these errors.