지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
이용수
초록· 키워드
오류제보하기
In this research, I examined the relative difficulty of typical errors made by Korean students who learn Japanese language, their sources, and the differences of students and instructors' judgment about the error sources. The followings are the main findings.
(1) In the test, in which students were asked to correct the common errors made by Korean students who learn Japanese language, the 4th year students, who are in the higher level, scored higher than the 3rd year students in lexicology errors, morphology errors, syntacticsㆍsemantics errors but scored lower in phonology (pronunciation) errors; it's because they ignored long vowel sounds in writing adopted words. In generation, they, the 3rd and the 4th year students, scored good points in morphology errors, phonology errors, syntactics?semantics errors, lexicology errors respectively.
(2) In all the error categories, the rate of error caused by something other than Korean language interference was higher than that of error by Korean language interference; however, the difference is relatively less obvious in phonology errors. Most of these errors were made by the interference inside of the Japanese language; there are the errors caused by the difficulties of Japanese language itself and the errors made by overgeneralization.
(3) According to the error categories, the differences in the judgment about the error sources were shown between the students and the instructors in the following areas - the errors made by the difficulties of Japanese language structure (phonology error category) between the 3rd year students and the instructor, the errors made by Korean language interference, the errors made by the difficulties of Japanese language structure (lexicology error category) between the 4th year students and the instructor, the errors made by the difficulties of Japanese language structure, the errors made by not being taught (morphology error category) between the 3rd year students and the instructor, and the induced errors (syntactics?semantics error category) between the 4th year students and the instructor.
(1) In the test, in which students were asked to correct the common errors made by Korean students who learn Japanese language, the 4th year students, who are in the higher level, scored higher than the 3rd year students in lexicology errors, morphology errors, syntacticsㆍsemantics errors but scored lower in phonology (pronunciation) errors; it's because they ignored long vowel sounds in writing adopted words. In generation, they, the 3rd and the 4th year students, scored good points in morphology errors, phonology errors, syntactics?semantics errors, lexicology errors respectively.
(2) In all the error categories, the rate of error caused by something other than Korean language interference was higher than that of error by Korean language interference; however, the difference is relatively less obvious in phonology errors. Most of these errors were made by the interference inside of the Japanese language; there are the errors caused by the difficulties of Japanese language itself and the errors made by overgeneralization.
(3) According to the error categories, the differences in the judgment about the error sources were shown between the students and the instructors in the following areas - the errors made by the difficulties of Japanese language structure (phonology error category) between the 3rd year students and the instructor, the errors made by Korean language interference, the errors made by the difficulties of Japanese language structure (lexicology error category) between the 4th year students and the instructor, the errors made by the difficulties of Japanese language structure, the errors made by not being taught (morphology error category) between the 3rd year students and the instructor, and the induced errors (syntactics?semantics error category) between the 4th year students and the instructor.
목차
1. 들어가는 말
2. 조사 방법
3. 조사 결과 및 고찰
4. 맺는 말
參考文獻
Abstract
참고문헌 (2)
참고문헌 신청
함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
Factors Influencing the Learning of Chinese Language : Experience of Malaysian Students
전남대학교 글로벌디아스포라연구소 국제학술회의
2009 .10
-
교수·학습 관점에서 본 오류 판정과 해석의 조건
한국언어문화학
2009 .01
-
การวิเคราะห์การแปลผิดที่เกิดจากการแปลภาษาเกาหลี เป็นภาษาไทย
한국태국학회논총
2015 .01
-
근대 조선어 학습서에 나타난 오류 표현과 원인 분석
한국어 교육
2004 .01
-
중국인 한국어 학습자의 쓰기에서나타나는 어휘 오류
한국어 교육
2006 .01
-
인도인 한국어 초급 학습자의 오류 분석 연구
한국어 교육
2016 .01
-
중국어권 한국어 학습자의 선어말어미 사용 오류 연구
한국어 교육
2020 .01
-
중국어권 한국어 학습자의 어휘 오류 연구 －원인 분석을 중심으로－
한국어 교육
2008 .01
-
Error Analysis: What Problems do Learners Face in the Production of the English Passive Voice?
영어어문교육
2006 .01
-
일본인 한국어 학습자의 조사 오류 양상 분석 - 구어와 문어의 오류 차이를 중심으로 -
문법교육
2016 .01
-
한국어 오류 분석 연구의 동향 분석 연구: 학위 논문을 중심으로
외국어교육연구
2015 .01
-
Results of "Suneung" and Errors on Writing
영어어문교육
2003 .01
이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2009-910-015003834