우즈베키스탄 초급 학습자 작문에 나타난 문법 범주별 오류 양상 연구 (A study on the error patterns of grammar categories in the writing of beginner Korean learners in Uzbekistan)

서지정보

· 발행기관 : 한말연구학회
· 수록지 정보 : 한말연구 / 55호 / 79 ~ 107페이지
· 저자명 : 김용경

초록

This study analyzes the characteristics of grammatical errors that occur during the writing process of beginner Korean learners in Uzbekistan. I also examined the teaching methods by grammar category.
In Chapter 2, the error realization patterns were examined by grammatical categories such as honorific, tense, causative, passive, negative, and case. In the honorific system, the tense system, the passive system, and the case, there are many errors, while the causative system, the negative system do not show much errors. By type of error, there were most substitutions, and omissions or additions appeared depending on grammar factors. In many cases, the relative honorific were not used consistently, but were often used mixed and '-(으)시-' was often missing from the sentence. Due to the lack of understanding of '께서', it was often replaced by another adverbial case marker. There were also a lack of understanding of the object honorific adverbial case markers, which was often replaced by other adverbial case markers. There were many errors that used the present tense endings as the past tense endings and the past tense endings as the present tense endings. The use of '-겠-', which means the future or presumption, has never appeared. In the passive expression, a lot of errors occur in the process of representing the active expression as the passive. Uzbekistan beginners of Korean learner have shown errors in the use of case marker without exception. The types of case marker errors are also replaced, missing, and added, and the case markers error realization pattern is irregular.
In Chapter 3, we discussed the ways to reduce the errors of grammar categories. Teachers should be instructed to consistently use the relative honorific, which is realized as a sentence endings in writing, and teach the use of '-(으)시-' by linking the relationship between the subject and the predicate in the sentence. Learners have shown a lack of understanding of the object honorific, and teachers should instruct each other by comparing the sentences in which '이/가' and '께서' are realized. In the tense, the time of an utterance and the time of an event should be used to teach the use of '-았/었-'. In addition, the teacher should teach the future tense ending '-겠-' to be balanced with other tense endings. It is a good idea to provide learners with the ability to make good use of active expressions first and then replace them with passive expressions. Uzbekistan beginners of Korean learner still lack understanding of Korean sentence components, especially the relationship between predicates and other sentence components. Therefore, it is necessary to give examples of the use of each case markers in relation to sentence components. In addition, it is necessary to be careful not to omit the case markers when speaking or writing.

영어초록

This study analyzes the characteristics of grammatical errors that occur during the writing process of beginner Korean learners in Uzbekistan. I also examined the teaching methods by grammar category.
In Chapter 2, the error realization patterns were examined by grammatical categories such as honorific, tense, causative, passive, negative, and case. In the honorific system, the tense system, the passive system, and the case, there are many errors, while the causative system, the negative system do not show much errors. By type of error, there were most substitutions, and omissions or additions appeared depending on grammar factors. In many cases, the relative honorific were not used consistently, but were often used mixed and '-(으)시-' was often missing from the sentence. Due to the lack of understanding of '께서', it was often replaced by another adverbial case marker. There were also a lack of understanding of the object honorific adverbial case markers, which was often replaced by other adverbial case markers. There were many errors that used the present tense endings as the past tense endings and the past tense endings as the present tense endings. The use of '-겠-', which means the future or presumption, has never appeared. In the passive expression, a lot of errors occur in the process of representing the active expression as the passive. Uzbekistan beginners of Korean learner have shown errors in the use of case marker without exception. The types of case marker errors are also replaced, missing, and added, and the case markers error realization pattern is irregular.
In Chapter 3, we discussed the ways to reduce the errors of grammar categories. Teachers should be instructed to consistently use the relative honorific, which is realized as a sentence endings in writing, and teach the use of '-(으)시-' by linking the relationship between the subject and the predicate in the sentence. Learners have shown a lack of understanding of the object honorific, and teachers should instruct each other by comparing the sentences in which '이/가' and '께서' are realized. In the tense, the time of an utterance and the time of an event should be used to teach the use of '-았/었-'. In addition, the teacher should teach the future tense ending '-겠-' to be balanced with other tense endings. It is a good idea to provide learners with the ability to make good use of active expressions first and then replace them with passive expressions. Uzbekistan beginners of Korean learner still lack understanding of Korean sentence components, especially the relationship between predicates and other sentence components. Therefore, it is necessary to give examples of the use of each case markers in relation to sentence components. In addition, it is necessary to be careful not to omit the case markers when speaking or writing.

참고자료

· 없음