Early Spelling Development of Chinese-native Korean Learners
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The purpose of this study is to reveal the orthographic development of beginning Korean learners whose native language is Chinese. Participants were twenty-four Chinese natives who were attending in a beginner Korean class housed under a college located in Seoul, South Korea. Students' spelling test results were analyzed based on the Developmental Spelling Theory (Henderson, 1990). The analysis showed that the developmental spelling theory is an effective theoretical frame to explain the orthographic development of Chinese-native Korean spellers; they learned orthographic features in the sound layer first, and then learned features in the pattern layer. Also, it was found that students learned about grammatical morphemes after they gained knowledge in the letter-sound structure. Not only there were differences in developmental progression among three feature groups(layers), but differences in the progression within groups were also observed. In addition, the influence of the participants' native language was shown. Participants' choices in spelling principal vowel “ㅓ” and consonant manners clearly reflected the phonological system of their native language. This research was the first attempt to investigate Korean learners' spelling development in the framework of developmental spelling theory. It will be interesting to conduct similar analyses to spelling errors made by more advanced Korean learners. Such efforts will help the curriculum developers and teachers to create Korean curriculum more developmentally appropriate for second language learners.
Abstract
The purpose of this study is to reveal the orthographic development of beginning Korean learners whose native language is Chinese. Participants were twenty-four Chinese natives who were attending in a beginner Korean class housed under a college located in Seoul, South Korea. Students' spelling test results were analyzed based on the Developmental Spelling Theory (Henderson, 1990). The analysis showed that the developmental spelling theory is an effective theoretical frame to explain the orthographic development of Chinese-native Korean spellers; they learned orthographic features in the sound layer first, and then learned features in the pattern layer. Also, it was found that students learned about grammatical morphemes after they gained knowledge in the letter-sound structure. Not only there were differences in developmental progression among three feature groups(layers), but differences in the progression within groups were also observed. In addition, the influence of the participants' native language was shown. Participants' choices in spelling principal vowel “ㅓ” and consonant manners clearly reflected the phonological system of their native language. This research was the first attempt to investigate Korean learners' spelling development in the framework of developmental spelling theory. It will be interesting to conduct similar analyses to spelling errors made by more advanced Korean learners. Such efforts will help the curriculum developers and teachers to create Korean curriculum more developmentally appropriate for second language learners.
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