한국인 학습자의 영어 말하기 오류와 오류 인식에 대한 연구
Korean Learners’ English Speaking Errors and Recognition of the Errors
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다운로드
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참고문헌
키워드
초록
The purpose of this study is to analyze Korean learners' English speaking errors and their error recognition. To investigate the issues, the 44 undergraduates took TOEIC Speaking Test, and three native speakers of English transcribed the recordings and analyzed the errors. The participants then self-corrected their own scripts. The self-corrected data were compared to the original scripts to examine their error recognition. The original errors and corrected ones were classified into seven categories: noun phrase, verb phrase, adjective phrase, clause/sentence structure phrase, prepositional phrase, cardinal numeral/price terms and miscellaneous. The result revealed that the most frequent errors were found in the order of noun phrase, verb phrase, number/price terms etc. In the error recognition, errors in BE omission and subject and verb omission were recognized and corrected well, but errors in most of the subcategories were not corrected at all. Finally, number disagreement, article and subject and verb disagreement errors were attempted to correct but failed. Based on the findings, pedagogical implications are discussed.
Abstract
The purpose of this study is to analyze Korean learners' English speaking errors and their error recognition. To investigate the issues, the 44 undergraduates took TOEIC Speaking Test, and three native speakers of English transcribed the recordings and analyzed the errors. The participants then self-corrected their own scripts. The self-corrected data were compared to the original scripts to examine their error recognition. The original errors and corrected ones were classified into seven categories: noun phrase, verb phrase, adjective phrase, clause/sentence structure phrase, prepositional phrase, cardinal numeral/price terms and miscellaneous. The result revealed that the most frequent errors were found in the order of noun phrase, verb phrase, number/price terms etc. In the error recognition, errors in BE omission and subject and verb omission were recognized and corrected well, but errors in most of the subcategories were not corrected at all. Finally, number disagreement, article and subject and verb disagreement errors were attempted to correct but failed. Based on the findings, pedagogical implications are discussed.
참고문헌 (16)
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