한국인 일본어 학습자의 받아쓰기를 통한 일본어 표기 오답 사례

Abstract

This study analyzed errors made by Korean learners of Japanese during dictation activities, focusing on specific Japanese moras that learners find challenging. The types of errors were analyzed, particular those involving long vowels, geminate consonants, contracted sounds, the sound of the kana “n,“ and foreign word notation. The study showed that the highest error rate was associated with long vowel notation, with many instances where learners failed to correctly write long vowels at the beginning or middle of words. In addition, in katakana writing, long vowels at the end of words were omitted. The error rates for geminate consonants and the sound of the kana “n“ were relatively low, but confusion arose when contracted sounds were similar in pronunciation. Errors were also frequent when writing foreign words because of insufficient mastery of the katakana writing system. Based on these results, the following proposals were made: First, intensive education on long vowels is necessary. Second, contrastive learning should be implemented to reduce confusion between characters with similar pronunciations. Third, clear teaching of the rules for writing foreign words is essential. Fourth, a teaching method combining listening and writing must be introduced. Although this study is limited in generalizability, as it focused on the results of a final exam, it is significant in identifying the main errors made by Korean learners of Japanese. It is hoped that the findings of this study will be useful for teaching Japanese to beginners.