Usage Errors of Arab Beginning-Level Korean Learners with the Nominative Postposition “이/가 (i/ga)”
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This study intended to understand and analyze the characteristics and patterns of Arabic speakers’ usage errors in written Korean postpositions and to analyze and characterize postposition error patterns according to the highest frequency of usage errors. The Korean language has unique characteristics that make it difficult to learn for foreign language speakers, and Arab speakers at the beginner level show high rates of usage errors in postpositions in their Korean writing. The postposition that these learners misuse the most frequently in their writing is the nominative postposition “이/가 (i/ga),” and these errors can be classified as errors of omission, replacement, and addition. Therefore, classifying and analyzing these errors might help foreign language speakers more effectively learn and use the nominative postposition “이/가(i/ga)” in their writing. Through the analysis of the error patterns, effective teaching methods for postposition “이/가 (i/ga)” can be suggested for Arab learners of Korean. This study may contribute to teaching postpositions of Korean, providing a effective solution for writing Korean as a foreign language.
Abstract
This study intended to understand and analyze the characteristics and patterns of Arabic speakers’ usage errors in written Korean postpositions and to analyze and characterize postposition error patterns according to the highest frequency of usage errors. The Korean language has unique characteristics that make it difficult to learn for foreign language speakers, and Arab speakers at the beginner level show high rates of usage errors in postpositions in their Korean writing. The postposition that these learners misuse the most frequently in their writing is the nominative postposition “이/가 (i/ga),” and these errors can be classified as errors of omission, replacement, and addition. Therefore, classifying and analyzing these errors might help foreign language speakers more effectively learn and use the nominative postposition “이/가(i/ga)” in their writing. Through the analysis of the error patterns, effective teaching methods for postposition “이/가 (i/ga)” can be suggested for Arab learners of Korean. This study may contribute to teaching postpositions of Korean, providing a effective solution for writing Korean as a foreign language.
참고문헌 (19)
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