온라인에서 대학생의 비규범 표기 허용도 연구 -규범 표기 지식과의 관련성을 중심으로-

Abstract

Non-standard orthography is used to represent the characteristics of social dialects. It expresses interlocutors’ intentions. The use of non-standard orthography may garner respect, depending on the context; however, standard orthographic competence is essential for making an appropriate selection. The research question this study addresses is whether attitudes toward accepting non-standard orthography affect standard orthographic competence. Thus, this study explores the relationship between the acceptance of non-standard orthography and standard orthographic competence and considers directions to promote orthographic learning and teaching for adult learners. To measure participants’ standard orthographic competence, a survey was created comprising examples of non-standard orthography that are commonly found online; examples were limited to morphophonological one. Respondents were required to correct errors and write correct orthography, despite the presentation of improper options. Additionally, images of non-standard orthography that can be found online were presented, and respondents’ acceptance was measured on a 5-point Likert scale. Based on the results of correlation and regression analysis, the university students who participated in the survey had high standard orthography scores and low acceptance of non-standard orthography, and there were cases of the opposite. Based on the study’s findings, this research suggests dividing participants into four groups according to the mean values for the two factors. The members of Group A can maintain their standard orthographic competence in all contexts. The members of Group B show a positive attitude toward non-standard orthography, their acceptance of which can be concerning regarding the possible loss of their standard orthographic competence. The members of Group C will have low standard orthographic competence and a critical attitude toward non-standard orthography, which will contribute to the development of their competence through orthography education. The members of Group D are expected to have the lowest standard orthographic competence because they show significant acceptance of non-standard orthography. This study’s contribution lies in its suggestion of a statistical approach to the relationship between standard orthographic competence and the acceptance of non-standard orthography, a link that was previously characterized by vague inferences and a mere premise.