베트남어권 학습자의 한국어 문법 오류 양상 연구 - 데이터 기반 분석과 교수 전략 연계 가능성 탐색 -

Abstract

This study investigates the grammatical error patterns of Vietnamese learners of Korean by systematically collecting and analyzing 883 error sentences extracted from 15 prior studies. In contrast to previous research that tended to focus on isolated error examples or individual grammar categories, this study adopts a structured dual coding framework—error type (ec-code) and error cause (cause-code)—to conduct a qualitative content analysis using NVivo 15. The coding was based on explicit grounds cited in the original studies and cross-validated through inter-rater agreement to ensure consistency and analytical validity. The analysis reveals that while a few error types appear with high frequency and account for a significant proportion of the total, a large majority of the error types occur with low frequency. This distribution follows a long-tail pattern, indicating that the diversity and dispersion of grammatical errors among Vietnamese learners are broader than what surface-level frequency analysis might suggest. These long-tail errors, though individually infrequent, may pose persistent barriers to advanced language development due to their conceptual or structural complexity. Furthermore, cross-tabulation between error types and their causes shows that most errors stem from the interplay of multiple cognitive, linguistic, and pedagogical factors rather than from single causes. Common contributors include conceptual transfer, overgeneralization, L1 structural interference, and insufficient rule acquisition. For instance, locative particle substitution and omission errors are often linked to a combination of form-function mismatches and conceptual misunderstandings rooted in cross-linguistic differences. The study's findings serve not only as a descriptive account of learner errors but also as a foundation for pedagogical strategy development. Although it does not propose specific classroom interventions, the research outlines implications for error-focused instruction, highlighting the need for multi-layered strategies that address both frequent and infrequent error types. These results offer empirical support for grammar teaching approaches that are based on contrastive analysis, interlanguage theory, and form-focused instruction, with potential applications in curriculum design, materials development, and targeted feedback for Vietnamese learners of Korean.