This study investigated the effects of dual coding elucidation on raising learners’ awareness of L2 lexical errors and correct usage. Participants included 135 Korean EFL middle school students assigned to either a single-coding or dual-coding group. The single-coding group studied the incorrect and correct usage of target lexical items under a verbal-code-only condition. The dual-coding group studied the incorrect and correct usage under a verbal-plus-visual-code condition. Participants completed posttests at two intervals: immediately after studying the materials and four weeks later. Analyses revealed that dual coding elucidation had significant positive effects on facilitating learners’ awareness of lexical errors and correct usage; these effects remained over time. The results also indicated no significant correlations between learning style and the effectiveness of visuals. Qualitative data demonstrated that students perceived visuals as being helpful in improving accurate lexical use and their engagement in learning vocabulary. The article concludes by discussing the facilitative role of visual encoding in L2 lexical knowledge development, thus expanding on the dual coding theory.

This study reports on the findings of error analysis of a learner corpus consisting of 238 English argumentative essays written by Korean college students, specifically on errors that stem from confusion of lexical categories. A three-step error analysis was conducted following a procedure established by Rod Ellis in 1995. The results revealed 10 commonly confused lexical category dyads—coordinators or subordinators mistaken for adverbs, adverbs for conjunctions, gerunds for nouns, the adverb almost for either an adjective or a noun, the pronoun each other for an adverb, adverbs for nouns, conjunctions for prepositions, prepositions for conjunctions, the preposition to for an infinitive, and the adverbial for example for a preposition. Discussions of the causes of such confusion—homogeneous L1 translation, failure to correctly punctuate spoken language in writing, lack of L2 grammar knowledge, negative transfer of L1 morphosyntactic properties, and lack of L2 lexical knowledge—are delineated with specific examples. The limitations of the study and pedagogical implications are addressed.

이 연구는 베트남 현지 한국어 초급 학습자를 위한 ‘가다’, ‘오다’의 오류 양상을 토대로 적절한 교육 방안을 모색하는 것에 연구 의 목적을 두었다. 이를 위하여 문헌 고찰을 통한 연구 현안 및 이론 적 배경을 확인하였고, 베트남어 ‘đi(가다)’, ‘đến(오다)’의 의미를 비교 하였다. 그다음 베트남 현지 초급 학습자의 쓰기 자료 46편(1,413어절) 을 분석하여 베트남인 현지 한국어 초급 학습자의 ‘가다’, ‘오다’의 의 미적 오류 양상을 확인하는 양적 연구를 진행하였다. 이로써 국내 베 트남인 학습자가 범한 오류와 비교하고, 앞서 확인한 내용을 토대로 현지 학습자를 위한 적절한 교육의 방향성을 제언하였다.