러시아어권 한국어 학습자의 오류 분석
Error Analysis of Korean Language Learners of Russian Speakers
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초록
This study is devoted to analyze the written errors by Kazakhstan Eurasian university students at the beginner’s and intermediate stages, to whom Russian is just like a native language and korean is a target language, and propose effective foreign language teaching method to the Korean and Russian teachers and learners. Contrastive Analysis shows us the differences between the structures of native language and those of a target language, and explain the errors made by the second language learners through the interference of native language. In addition to this the learner’s interlanguage, which is made by overgeneralization, incomplete application of rules, ignorance of rule restriction, and false concepts hypothesized, shows not only learners’ errors, but also systematic learning stages. Through the error analysis, based on contrastive analysis and interlanguage, the 5 major error types are proposed here, which are Coalescence, One-to-one correspondence, Absent category, New category, Differentiation, and Similar but different category, we can find the causes of learners’ errors, further expect them in advance in the language teaching process and give guidance to minimize the Russian and korean learners’ errors.
Abstract
This study is devoted to analyze the written errors by Kazakhstan Eurasian university students at the beginner’s and intermediate stages, to whom Russian is just like a native language and korean is a target language, and propose effective foreign language teaching method to the Korean and Russian teachers and learners. Contrastive Analysis shows us the differences between the structures of native language and those of a target language, and explain the errors made by the second language learners through the interference of native language. In addition to this the learner’s interlanguage, which is made by overgeneralization, incomplete application of rules, ignorance of rule restriction, and false concepts hypothesized, shows not only learners’ errors, but also systematic learning stages. Through the error analysis, based on contrastive analysis and interlanguage, the 5 major error types are proposed here, which are Coalescence, One-to-one correspondence, Absent category, New category, Differentiation, and Similar but different category, we can find the causes of learners’ errors, further expect them in advance in the language teaching process and give guidance to minimize the Russian and korean learners’ errors.
참고문헌 (26)
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