An Investigation of English-L1 KHL Learners' Written Errors and Pedagogical Implications

Download files
Access & Terms of Use
open access
Copyright: Joo, Alice
Altmetric
Abstract
This study examines the written errors of two-hundred-eighty-eight English-L1 tertiary intermediate KHL learners. The study identified and categorised high frequency orthographic, grammatical and lexical errors, and derived their possible causes to discuss the pedagogical implications that they impose. In orthographic errors, the study identified errors due to phonetic similarity in vowels, errors due to sound alteration, and errors due to phonetic closeness in consonants to be the main error categories. The errors show that KHL learners experience difficulty due to lack of corresponding sounds between English and Korean sounds, and also due to inconsistency in phonemes and graphemes. In grammatical errors, the study identified case particle errors to be the most significant, with the substitutions genitive -uy by locative-static -ey, locative-dynamic -eyse by locative-static -ey, topic-contrast -un/nun by nominative -i/ka and nominative -i/ka by accusative -ul/lul to be the most frequent substitution errors in order of frequency. The main causes of such errors include overreliance on spoken forms, functional similarity between substituted particles, and lack of explanation in learning resources and instruction. The errors show the need for a review of the presentation of such particles in course books, and development of pedagogical grammar for learners of English backgrounds. In lexical errors, the most significant error categories in order of frequency were errors of redundancy, simplification, and semantic similarity. There appears to be both interlingual and intralingual factors for the cause of these errors as well as factors of induced errors that involve faulty instructions and resource materials. The results indicate a strong need for the development of a heritage learner-specific pedagogy and instructional materials such as a KHL dictionary accompanied by corresponding classroom instruction or remedial class. The study noted that KHL learners have their own distinct language characteristics which, in turn, call for a KHL stream language curriculum. It is suggested that there is a need for systematic developments at a policy and curriculum level for an adequate provision and participation in heritage language learning and teaching, as well as pedagogical improvements where high frequency error items are effectively addressed in KHL instructions and resource materials.
Persistent link to this record
Link to Publisher Version
Link to Open Access Version
Additional Link
Author(s)
Joo, Alice
Supervisor(s)
Shin, Seong-Chul
Hatoss, Aniko
Creator(s)
Editor(s)
Translator(s)
Curator(s)
Designer(s)
Arranger(s)
Composer(s)
Recordist(s)
Conference Proceedings Editor(s)
Other Contributor(s)
Corporate/Industry Contributor(s)
Publication Year
2018
Resource Type
Thesis
Degree Type
PhD Doctorate
Files
download public version.pdf 1.68 MB Adobe Portable Document Format
Related dataset(s)