중국인 학습자의 한국어 연어 사용 오류 분석
Error Analysis of Native Chinese Speakers' Korean Collocation Usage
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참고문헌
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초록
This study uses a large scale Korean language learners' corpus to examine the errors in collocation usage among Native Chinese speakers learning Korean. The study analyzes the cause of the errors and their syntactical structures, while also revealing the change in collocation errors according to the learners' levels. The study finds that 18% of all collocation errors are 'subject + predicate' collocation errors, and 81% of all collocation errors are postpositional particle errors. These findings reveal that Native Chinese speakers experience difficulty in using postpositional particles. Next, an analysis is made according to the syntactic category of the errors. The highest proportion of errors were due to adverb-predicate collocation errors and the highest proportion of errors due to differences between native and target languages were due to object-prediction collocation errors. Third, it was found that native language interference caused a high proportion of collocation errors. This study can aid not only in providing collocation-focused language education in all levels of language acquisition, but also in preventing collocation errors due to native language interference. The implications of this study can be used to prevent collocation errors among language learners. Moreover, it may serve as a reference for creating collocation education for Native Chinese speakers.
Abstract
This study uses a large scale Korean language learners' corpus to examine the errors in collocation usage among Native Chinese speakers learning Korean. The study analyzes the cause of the errors and their syntactical structures, while also revealing the change in collocation errors according to the learners' levels. The study finds that 18% of all collocation errors are 'subject + predicate' collocation errors, and 81% of all collocation errors are postpositional particle errors. These findings reveal that Native Chinese speakers experience difficulty in using postpositional particles. Next, an analysis is made according to the syntactic category of the errors. The highest proportion of errors were due to adverb-predicate collocation errors and the highest proportion of errors due to differences between native and target languages were due to object-prediction collocation errors. Third, it was found that native language interference caused a high proportion of collocation errors. This study can aid not only in providing collocation-focused language education in all levels of language acquisition, but also in preventing collocation errors due to native language interference. The implications of this study can be used to prevent collocation errors among language learners. Moreover, it may serve as a reference for creating collocation education for Native Chinese speakers.
참고문헌 (16)
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