Analysis of writing errors in Korean text of intermediate Bulgarian learners
Keywords:
Bulgarian intermediate learners, Korean language, error patterns, error analysis, error frequencyAbstract
This paper analyzes the error patterns in the free writing style of third-year students in Korean Studies at Sofia University. The final examination of the free writing of 15 students who took 960 hours of Korean language classes, according to the curriculum of the Department of Korean Studies at Sofia University, was used as the subject of error analysis. The stylistic condition was to write in ‘Hara-che (하라체)’ to differentiate from spoken discourse. In free writing, learners had to express their thoughts in written discourse based on the vocabulary and grammar they had accumulated. Due to the nature of the exam, learners were not allowed to look up words or use translators during the exam, so they had no choice but to write based on their inherent language knowledge when performing the final ‘free writing’ task during the exam. The free-written texts of the third-year students of the Department of Korean at Sofia University, produced in such a controlled environment, are the subject of this study.
The purpose of this paper is to classify free writings produced by intermediate Bulgarian learners of Korean into spelling errors, particles errors, ending inflection errors, lexical selection errors, and sentence components agreement errors and to derive the level of difficulty by area and to present the pattern of errors. In addition, by identifying the error characteristics of intermediate Bulgarian learners of Korean, the aim is to enable teachers of Korean to strategically design their lessons and teaching methodologies, in order to strengthen more and more efficiently Korean language learning. The methods used are those of quantitative and qualitative analysis: we first calculated the number of word clauses for each learner. Then, the error patterns were categorized into five areas: spelling errors, particles errors, ending inflection errors, lexical selection errors, and sentence components agreement errors. Particle errors were categorized into subject marking particles, object marking particles, complement marking particles, and adverbial marking particles, and ending inflections were categorized into connecting ending inflections and terminating ending inflections. We analyzed particles and endings by subdividing them into substitution, omission, and addition.
When analyzing the learners' errors, the particle error rate was the highest. Among the particle errors, the adverbial marking particle error rate was the highest, followed by the nominative particle error rate. Adverbial marking particle errors were high for all particles. Adverbial particles had an addition error rate of 16.8%, while subject, object, and complement particles had no addition errors. The next highest error rate was for the ending inflection. The error rate for connecting endings was higher than the error rate for regular endings. The /ᅩ/ and /ᅥ/, /ᅩ/ and /ᅳ/, /ᅩ/ and /ᅮ/, /ᅢ/ and /ᅦ/, /ᅬ/ and /ᅫ/, /ᅬ/ and /ᅱ/ were error patterns produced due to a lack of vowel phoneme understanding. The consonant finale /ᄂ/ and /ᄋ/, /ᄃ/ and /ᄄ/, /ᄌ/ and /ᄎ/ were error patterns produced due to a lack of consonant phoneme understanding.
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