【벼리】본 고는 한국어의 음운규칙중 동음화 규칙에 대해 대응이론 을 이용하여 이론적 분석을 시도하고 한국어 학습자들에게 음운규칙 에 대한 효과적 교수법을 제안하기 위한 자료를 얻기 위해 오류 실험 및 분석을 시도하고 교수내용을 제안하여 그에 대한 효과를 검증을 하고자 한다.

본 연구는 한국어와 아랍어의 모음의 (구어체 표준아랍어인 이집트 방언을 대조군으로 설정했다.) 대조를 바탕으로 학습자의 모음오류 원인과 유형을 분석하였다. 21개의 모음을 가진 한국어와 10개의 모음만을 표준발음을 인정하는 구어체 아랍어는 완벽한 대응 쌍을 이루기 어려웠다. 이런 이유로 인한 오류는 다음과 같이 나타났다. 모음 발음 중 /ㅓ/, /ㅜ/, /ㅗ/를 발음 하는데 정확한 구분을 두지 못했으며 이중모음이 없는 구어체 표준아랍어(이집트 방언)의 특성상 이중모음을 2개의 단모음으로 연이어 발음하는 오류가 나타남을 알 수 있었다.

The purpose of this study is to find out educational method of Equality Particles, {mankeum/cheorum/kachi} for Korean learners. In Korean linguistics, these morphemes can not be explained clear. Moreover in Korean language education, only some limited meaning of {mankeum/cheorum/kachi} is introduced at the level 2, and then their actual usage is showed many errors. To identify the semantic similarities and differences of {mankeum/ cheorum/kachi}, it is used Sejong 21'th century's Project corpus and Korean learner's error corpus. As a result, {mankeum} is used as a bound noun and a particle, {cheorum} as a particle and {kachi} can be used as a particle and a adverb. In this case investigations, {mankeum}'s meaning is extended, "the difference between a certain amount of> different levels of degree> degree of similarity of> equivalence" In contrast, {cheorum} has the meaning of 'degree of similarity' and 'equivalence' between two comparative objects. Lastly, {kachi} is derived from {katta} as an adjective and has the meaning 'equivalence' like {cheorum}. (SoonChunhyang University)

In an attempt to connect English material development and grammar teaching for the purpose of attaining communicative competence, this study looks at existential there constructions from the perspective of theoretical background and practical applications. To fulfill the pedagogical needs of the ‘There-constructions’, theoretical framework established to the present is examined and the frequency of authentic use is investigated on the ground of several corpora including non-native learner corpus. In addition, a writing task was given to Korean learners of English who were asked to describe pictures eliciting existential there related sentences and, as a result, the learners’ errors have been identified. Middle school English textbooks are, also, analyzed in light of a material evaluation checklist as a textbook, one of the main resources in EFL context, could reveal to what extent the learners are exposed to the corresponding grammar items. The study, eventually, draws some pedagogical implications and suggestions by presenting a communicative grammar teaching model as well as a material development guide to ‘There-constructions’ teaching.

Shin-Hye Kim. 2001. An Error Analysis of College Students` Writing: Is that really Konglish? Studies in Modern Grammar 25, 157-174. The purpose of this paper is to analyze errors in college student`s writing samples to examine L1 interference phenomenon. It is widely believed that Korean learners of English often show incorrect use of English expressions due to their L1 interference. Despite such a prevalent belief, the sources of learner errors and L1 interference errors were not clearly identified. In order to examine the sources and nature of learner errors in learner language, 30 writing samples were collected from college freshmen students who were registered for TOEIC class. Errors were classified into two categories: intralingual and interlingual. The results showed that most of learner errors intralingual and only a few cases can be attributed to L1 interference, which lends support the assumption that L2 learners follow similar developmental patterns to those found in children`s L1 acquisition. The results suggest that Learners` errors are not just deviant forms that should be corrected but they reflect creative process of seeking systematic rules of the target language.