중국어권 한국어학습자의 ‘-었-’ 사용 오류의 특성

Abstract

This study aims to explain the characteristics of ‘-ess-’ errors in Chinese learners of Korean language through the comparison of ‘-ess-’ errors in non-Chinese learners. This study has found that Chinese learners, like non-Chinese learners, understand the function of '-ess-' to be a dietic function to represent the past tense. In Korean, there is a phenomenon in which it is permitted for a non-past tense form to be unrealized. Thus, both in Chinese learners and in non-Chinese learners, such phenomenon results in an interference where the ‘-ess-' form is often omitted in past tense, as well. In particular, Chinese learners showed a high frequency of erroneously omitting ‘-ess-' immediately preceding sentential final endings. This appears to be a result of conflation of ‘-ess-' with the Chinese ‘了’ by Chinese learners, thereby not realizing the ‘-ess-' in stative verb predicates or negative predicates. On the other hand, non-Chinese learners showed high frequency of erroneously including ‘-ess-' immediately preceding non-final sentential endings. This appears to be a result of a negative transfer of the characteristics of non-Chinese learners’mother tongues that require accordance of past tense in subordinate clauses when the main clause is in the past tense. Therefore, the usage error of ‘-ess-' in Korean students shows negative transfer in not only Chinese learners but also in non-Chinese learners, and that there is a negative transfer even within Korean, the target language. In conclusion, this study proposes a pedagogical method that can prevent ‘–ess-’ use of Korean learners from the errors by interlingual transfer as well as intralingual transfer.