Unnoticed Errors through Self-Correction in Writing: Grapho-Phonological Errors of Spanish KFL Students

• 영문명: Unnoticed Errors through Self-Correction in Writing: Grapho-Phonological Errors of Spanish KFL Students
• 발행기관: 이중언어학회
• 저자명: Morgan Mok-Won Park
• 간행물 정보: 『이중언어학』제86호, 91~113쪽, 전체 23쪽
• 주제분류: 인문학 > 언어학
• 파일형태: PDF
• 발행일자: 2022.03.31

영문 초록

This study investigated the effectiveness of self-correction in writing of Spanish L1 students of Korean as a Foreign Language. The subjects were 23 Spanish students majoring in Korean in university. The writing activities consisted of Spanish-Korean back translation prepared by the teacher. L2 learners self-corrected their errors while indirect feedback was provided in the classroom and then uncorrected errors were examined; L2 students observed the feedback provided by the teacher to their fellow learners during class time and corrected their own errors based on the model texts of their peers. During the self-correction process, students could ask questions or discuss with their peers and the teacher and referred to textbooks, class materials, note taking, and dictionaries. The results showed that the learners’ uncorrected errors could be classified into orthographic errors (53.6%), particle errors (19.9%), conjugation errors (17.1%), and lexical errors (9.2%). More than half of the errors that were not self-corrected were grapho-phonological errors: consonant errors (31.8%) were more frequent than vowel errors (21.8%). It is largely attributable to Spanish L1 learner’s difficulty with noticing certain Korean phonemes due to the interference of their mother tongue.

목차

1. Introduction

2. Literature Review

3. Methodology

4. Results and Discussion

5. Conclusion

References

키워드

스페인 한국어 학습자 오류 분석 제2언어 스페인어 제2언어 쓰기 자가수정 음운오류 error analysis of Spanish learners of Korean L2 Spanish L2 writing self-correction grapho-phonological errors