이 연구는 미얀마인 한국어 학습자의 한국어 사용 오류 양상을 살펴서 미얀마인 한국어 학습자들에게 좀 더 효율적으로 한국어교육을 할 수 있 는 방안에 대해 제언하는 것을 논의의 목적으로 하였다. 이 연구의 목적 을 달성하기 위해 미얀마인 외국인 유학생들 63명의 작문 과제를 음소, 문법, 어휘 등의 측면에서 분석하였다. 그 결과 음소 관련 오류에서는 파 찰음, 평음과 경음의 대치 오류가 많았으며, 'ㅓ'와 'ㅏ', 'ㅐ'와 'ㅏ', 'ㅐ' 와 'ㅔ'의 대치 오류도 많이 나타났다. 문법 관련 오류에서는 연결어미 ‘-고’와 ‘-아서/어서’의 대치 오류가 가장 많았으며, 어휘 관련 오류에서 는 어휘 의미 혼동, 미얀마어의 영향에 따른 의미 과잉 적용 등의 오류 가 많이 나타났다. 이 연구과 같은 한국어와 미얀마어의 대조 분석 관점 에서의 오류 연구가 계속 된다면 미얀마 한국어 학습자의 한국어교육에 유의미한 기여를 할 수 있을 것이다.

수원지역 인문계 평준화 고등학교(동원고등학교) 남학생들의 한자 쓰기 오류 유형 분석이다. ‘乎’자와 ‘平’자의 쓰기 오류 유형을 중심테마로 삼아, 통제된 정규고사(중간고사)라는 도구를 사용하여 오류율 통계를 도출하였다. 발생한 필획의 오류는 단 3건에 불과했다. 따라서 필획 교육이 중요한 것은 사실이지만, 초등학교부터 고등학교까지 각급 학교에 일괄 적용될 수 있다고 보기에는 무리가 따른다. 그래서 쓰기 오류를 줄이기 위해서는 구형학 등 다양한 접근이 필요하다. 그리고 정서는 한문과 교육과정이 추구하는 ‘교과 주요 역량’과 상통함을 확인할 수 있다. 단순한 쓰기 행위가 아니라 주요한 학습요소임을 확인할 수 있다.

The purpose of this study is to investigate error patterns in EFL college students’ English writing as well as their change over time, based on the teacher’s feedback. In order to accomplish this purpose, two research questions were constructed; first, what are the characteristics of Korean EFL students’ writing based on the maturity of English sentence by the T-unit analysis? Second, what types of error patterns are produced in Korean EFL students’ writing? Also, how do the error patterns change based on the teacher’s feedback over time? The participants were four Korean EFL college students, and they were asked to pre-write, draft, revise and edit until they completed their final draft. The results of pre- and post-writing test were also analyzed. The major findings are as follows: 1) The mean number of T-unit among participants was 42.25 units, and the mean number of words per T-unit was 10.95 words. 2) The most frequently committed errors were found out as lexical and morphological errors. Moreover, the rate of lexical and sentence structure errors has been dropped, whereas the rate of punctuation errors has increased as the teacher’s feedback progressed over time. Pedagogical and practical suggestions are also made on the effective teaching of English writing in Korean classroom settings.

Automated error detection and feedback systems are becoming an important component of online writing practice services for ESL/EFL (English as a second/foreign language) learners. The main purposes of the study are to: (a) collect samples of essays written by ESL learners with different native language (or L1) backgrounds that are error-coded by an early version of an automated error-detection system (CritiqueTM) and trained human coders; and (b) identify some unique patterns of writing errors for different first language (L1) groups. Data analyzed in this study included 18, 439 TOEFL◯R CBT essays error-coded by CritiqueTM and a much smaller, combined sample of 480 TOEFL◯R CBT/TOEFL iBT◯R essays error-coded by trained human coders. A comparison of error rates across five different language groups showed some unique patterns: (a) the Arabic and Spanish groups were the highest on both spelling and punctuation errors; (b) the Korean and Japanese groups had the highest article error frequency; and (c) the Chinese group had the highest number of errors related to verb conjugations or adjective and noun inflections. The implications of these findings are discussed in terms of understanding the nature of L1-related writing errors and enhancing the automated error detection and feedback systems.

This study investigates how EFL learner error patterns and frequencies differ in writing depending on students' language proficiency levels. A total of 152 Korean EFL students' essays were examined. The writing samples were first scored holistically on an impressionistic basis; then, based on the scores, the samples were grouped into low- and high-proficiency groups. The study identified 13 errors based on prevalence and significance. The study calculated the frequency of each error type committed by each group and compared the results using t-tests. A survey of English teachers was also conducted (N=32) to rate the gravity of each error and to compare the error gravity produced by each group. The result showed that low-proficiency group produced errors much more frequently, and the errors were more serious ones with high error gravity. The errors committed by the high-proficiency group were usually complex ones and occurred in more complicated contexts. The study also found that the errors with less gravity occurred more frequently in both groups and that they tended to be more persistent. The study indicated that although the students were aware of significance of errors, correcting the errors was beyond their current English capability.

This study reports on the findings of a corpus-based analysis of Korean college students' use of English conjunctive adjuncts. Unlike many previous studies that mainly focused on describing the position and semantic types of conjunctions used by learners of English, this study examines grammatical errors of conjunctive adjuncts found in a leaner corpus that consists of 102,632 words written by 399 Korean college freshman students. The main findings of the study can be summarized as follows. First, learners tend to use sentence-initial coordinators even when the sentences before and after the coordinators are not long enough to warrant such usage. Second, sentence fragments occur much more frequently than run-on sentences with the 10 most frequent conjunctive adjuncts found in the corpus. Finally, learners often add unnecessary punctuation marks or omit necessary ones after conjunctive adjuncts, errors which sometimes make it difficult for readers to understand the text. All these errors amount to the conclusion that many Korean learners of English at the university level lack the necessary grammatical knowledge of English conjunctive adjuncts to use them correctlyin academic writing.

A traditional assumption has been that written work in foreign language classes must be corrected carefully. If they were not corrected, errors would be deeply ingrained, and it would be difficult for learners to use the language correctly. Feedback has been viewed as a facilitator of learning and provides various kinds of information to the learner. In foreign language learning, this information consists primarily of modifications and upgrade their inter language grammar. Teachers" written feedback is a topic of continuing interest in foreign language teaching. But most experienced writing teachers know that responding to the students" writing can be the most frustrating, difficult and time consuming part of the job. Providing written feedback on student papers is the teachers‘ most crucial task. And it plays an important role in motivating and encouraging students. But in spite of corrections, teachers have found that students continue to repeat the same mistakes. Moreover the return of papers covered with red marks causes disappointment and discouragement on student"s faces. The teacher wonder if lerner"s errors should be corrected. If so, when should learner"s errors be corrected and which error should be corrected? How should learner"s errors be corrected? Who should correct learner"s errors? To this end, this paper will review the researches about these questions. And this paper will discuss and try to find the conclusion on these questions.

This study investigates the effects of indirect and direct error feedback on Korean college students’ accuracy improvement in writing and their responses to the feedback they received. The 32 participants of the study were divided into four groups of different error feedback conditions: indirect feedback, indirect feedback along with metalinguistic feedback, direct feedback, and direct feedback along with metalinguistic feedback. Direct feedback was full, explicit error correction, while indirect feedback was coded error correction in which errors were underlined and marked with code. Metalinguistic feedback was marginal explanations about errors. Analysis of error rates in the students’ first and last essay writing did not show statistically significant difference in the accuracy improvement of the four groups. In other words, indirect error feedback was not more effective than direct feedback. However, the gain score in each group showed that indirect feedback and direct feedback were more effective when they were combined with metalinguistic feedback. In particular, the students’ learning diary clearly indicated that the students valued error feedback on their writing and that follow-up feedback was crucial in providing indirect error feedback.

This research intends to identify some of the common lexico-grammatical errors Korean secondary school students make in learning English. The data used in this research consists of an about 33,000-word corpus of English written by grade 9 and 10 students. The corpus was scanned to retrieve all examples of misuse of such error-prone word forms as BECAUSE, HAVE, MANY, MUCH, IF, and A LOT OF, using the standard text retrieval software tool, WordSmith Tools. These word forms were compared with those in English textbooks used in middle school English classes in order to investigate how close students' use of these forms is to the taught forms. Overall, it is necessary to provide the students with corpus-based learning methods to acquire some problematic word forms, such as BECAUSE, MANY and A LOT OF. Techniques of drawing students' attention to form or noticing features of targeted items can be useful as well. Although this research could not find all the most common errors the students produce in learning English, it could be one way of identifying significant features of learner errors, in particular areas of common difficulty in writing. It could also play an important role in developing more systematic learner language research and designing learner corpus-based teaching techniques and materials.

This study primarily aims at identifying and classifying the most frequently occurring error types in Korean university students’ written work. This study will also try to find some ways to prevent those errors by discussing the issue of error treatment. A total of one hundred and fifteen Korean university students participated for two consecutive studies. The writing samples were collected and errors were extracted from native speaker teachers’ error correction of student writing. After the errors were identified, they were analyzed based on a modified linguistic category taxonomy (Dulay, Burt, & Krashen, 1982). In this study, the most common errors were ‘Noun Phrase’ errors, followed by ‘Verb Phrase’ errors. This possibly suggests the existence of interlanguage and implies that the differences in the two language systems or the absence of certain features in L1 (Korean) caused difficulty in their application in L2 (English) in using the correct forms. Pedagogical implications based on the findings are then discussed.