중국어권 한국어학습자의 ‘-었-’ 사용 오류의 특성 (An Analysis on Characteristics of ‘-ess-’ errors in Chinese speakers of Korean learners)

서지정보

· 발행기관 : 연세대학교 언어연구교육원 한국어학당
· 수록지 정보 : 외국어로서의 한국어교육 / 39권 / 137 ~ 163페이지
· 저자명 : 이숙

초록

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.

영어초록

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.

참고자료

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