The purpose of this study is to classify Chinese learners who are learning Korean as errors, omissions, substitutions, and additions. In an attempt to collect data in the most natural ignition state to investigate more practical errors, beyond the exi...
The purpose of this study is to classify Chinese learners who are learning Korean as errors, omissions, substitutions, and additions. In an attempt to collect data in the most natural ignition state to investigate more practical errors, beyond the existing planned word, sentence or questionnaire-based survey, the oral method used to collect the ignition in the local language survey, was borrowed to suit the purpose of the Korean study. Oral speech research methods are appropriate to investigate various error patterns such as phonetic errors and grammatical errors other than the bell sound pronunciation errors to be investigated in this study because the investigator can appropriately intervene while collecting spontaneous utterances. In addition to the common mistakes that occur in the whole of the Speaker, it is also easy to find individual errors that are particularly frequent in individuals or can not be found in other Speakers, and can provide personalized guidance through individual analysis results. In this study, which was investigated using verbal spoken method, similar results were obtained in the whole context with previous studies,but there were many examples of errors and patterns. In the previous research, it was not possible to investigate the error cases in different ways according to the type of utterance when combining with other postpositions in the environment used with the investigation in the case of cognition in the actual utterance state. As a result of the experiment, the spoken dialogue method can be applied to Korean language research well and it will have a ripple effect in future research. Of course, the number and condition of the informants were insufficient in this study, but it is meaningful that new possibilities were opened in the methodology of investigating various errors in Korean language education. As a result, it is possible to compare and contrast with existing data and to extend the scope of research. In the case of the closed tone of the mother tongue /ㄱ/, /ㄷ/ , /ㅂ/ without the pronunciation in the mother tongue, the error of the missing occurred most frequently. In Chinese syllables, there are only consonants [n] and [ŋ] that can be different from Korean, and the kinds of vowels that can be used together with this pronunciations are also limited. Because of differences in syllable structure, there are many errors that can not be pronounced in Korean or not. However, this study has found several instances in which it is recognized that it is not pronunciating, and that it is not customary to do so, such as omitting the ending or losing the ending, realizing the error even when the same vocabulary is realized and correct pronunciation . We can also see that we do not fully understand the phonological rules of Korean such as nasalization and abbreviation. In confrontation, there were many errors of mutual substitution between / ㄴ/ and /ㅇ/ in the mother tongue. By showing the confrontation between / ㅁ/, /ㄴ/, /ㅇ/. The addition errors were most common in the ending /ㄴ/ of all informants, and errors appeared in the form of adding the same consonants, which seems to be misunderstood or misapplied to the Korean addition syllable rules. Based on the error patterns revealed in the present study, it is necessary to teach pronunciation in the future by combining the vocabulary with the vocabulary considering the adjacent situations such as the survey or the morpheme frequently used in the Korean language education. It is necessary to teach various forms of pronunciation more than a word or phrase that is used in actual speech rather than a single word or syllable. Also, it should be pointed out that, in the learning environment, learners recognize the importance of pronunciations that appear only in Korean, unlike their mother tongue. First of all, it is important not to limit the pronunciation learning to the beginner level, but to establish the criteria of the phonological rules to be presented according to the proficiency and to recognize that it should be taught by the learners.