Journal articles: 'Korean language - Errors of usage'

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Kyungwon Yoon. "A Study on Errors in Thai Learners’ Korean Usage by Native Language Interference." 동남아연구 20, no. 2 (September 2010): 207–24. http://dx.doi.org/10.21485/hufsea.2010.20.2.008.

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Choi, Jung-Sik. "Study on Korean misuse cases in errors in usage of Chinese : Focusing on Korean Language Interference Factors." Journal of Linguistic Studies 24, no. 2 (August 31, 2019): 153–73. http://dx.doi.org/10.21291/jkals.2019.24.2.7.

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Barrs, Keith. "Errors in the use of English in the Japanese linguistic landscape." English Today 31, no. 4 (November 2, 2015): 30–33. http://dx.doi.org/10.1017/s026607841500036x.

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Foreign words which have been borrowed into the Japanese language, especially in the last few centuries, are commonly labelled as 外来語, gairaigo, meaning words (語, go) coming in (来, rai) from outside (外, gai). This umbrella term encompasses lexical items from numerous foreign languages, including Russian, French, Spanish, Italian, Korean, German, and English. As they undergo the borrowing process into the Japanese linguistic system, the words are likely to undergo modification, particularly in terms of their phonology, orthography, semantics, and syntax. The overwhelming majority of gairaigo have their roots in the English language; estimates put their number at around 10% of the Japanese lexicon (Daulton, 2008; Stanlaw, 2004). They include borrowings in the daily Japanese vocabulary (ニュース, nyūsu, news); ones used primarily in specialist fields, (コーパス, kōpasu, corpus), and others recorded in dictionaries but that play very little part in actual language usage (インディビデュアル, indibijyuaru, individual).

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Lee, Juyeon, Soyoung Park, and Michael Heinz. "Exploring patterns of article use by advanced Korean learners of English and Spanish." International Review of Applied Linguistics in Language Teaching 56, no. 1 (February 23, 2018): 79–101. http://dx.doi.org/10.1515/iral-2018-0187.

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AbstractIt has been widely recognized in the field of second language acquisition that language learners tend to struggle with the acquisition of articles when their first languages (L1) do not have a similar linguistic system. Thus, various L1 effects on the usage of articles have been studied. In this context, the present study examined how the same L1 (i. e., Korean) would influence article usage in two different languages (i. e., English and Spanish). Specifically, advanced learners of English and advanced learners of Spanish performed a task of consecutive interpreting from Korean to English and Spanish, respectively, and their article usage patterns in English and Spanish were analyzed for comparison. The results show that both groups exhibited high levels of accuracy in the use of English and Spanish articles while major error types were article omission and article misuse, which can be partly attributed to L1 effects. As for differences, the participants in the English group tended to employ other determiners instead of articles, such as possessives, quantifiers, and demonstratives. In Spanish, the tendency to over-use definite articles was stronger than the English group. These differences may be related to certain consecutive interpreting strategies as well as differences in pedagogical approaches of teaching English and Spanish in Korea. Detailed patterns in the use of articles in English and Spanish are compared, and their implications are discussed.

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OGINO, Shinsaku. "A Study on Korean Particles Usage and Errors of Native Japanese Learners in Spoken Language." Language and Culture 13, no. 4 (November 30, 2017): 117–40. http://dx.doi.org/10.18842/klaces.2017.13.4.5.

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한상미. "An Analysis of Errors on the Usage of Particles in the Discussions of Advanced Korean Language Learners." Bilingual Research ll, no. 57 (December 2014): 223–55. http://dx.doi.org/10.17296/korbil.2014..57.223.

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한상미. "An Analysis of errors in the discourse of Korean Language Learners focusing on the usage of particles." Journal of Korean Language Education 25, no. 3 (September 2014): 281–310. http://dx.doi.org/10.18209/iakle.2014.25.3.281.

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Vu, Van-Hai, Quang-Phuoc Nguyen, Joon-Choul Shin, and Cheol-Young Ock. "UPC: An Open Word-Sense Annotated Parallel Corpora for Machine Translation Study." Applied Sciences 10, no. 11 (June 4, 2020): 3904. http://dx.doi.org/10.3390/app10113904.

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Machine translation (MT) has recently attracted much research on various advanced techniques (i.e., statistical-based and deep learning-based) and achieved great results for popular languages. However, the research on it involving low-resource languages such as Korean often suffer from the lack of openly available bilingual language resources. In this research, we built the open extensive parallel corpora for training MT models, named Ulsan parallel corpora (UPC). Currently, UPC contains two parallel corpora consisting of Korean-English and Korean-Vietnamese datasets. The Korean-English dataset has over 969 thousand sentence pairs, and the Korean-Vietnamese parallel corpus consists of over 412 thousand sentence pairs. Furthermore, the high rate of homographs of Korean causes an ambiguous word issue in MT. To address this problem, we developed a powerful word-sense annotation system based on a combination of sub-word conditional probability and knowledge-based methods, named UTagger. We applied UTagger to UPC and used these corpora to train both statistical-based and deep learning-based neural MT systems. The experimental results demonstrated that using UPC, high-quality MT systems (in terms of the Bi-Lingual Evaluation Understudy (BLEU) and Translation Error Rate (TER) score) can be built. Both UPC and UTagger are available for free download and usage.

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Kang, Sang-Gu. "Competing past tense forms in English attrition." International Journal of Bilingualism 21, no. 2 (July 27, 2016): 145–58. http://dx.doi.org/10.1177/1367006915603825.

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Aims and objectives: This paper examines longitudinal speech data from two Korean sisters, focusing on English irregular past tense forms to probe the course of attrition within the framework of the regression hypothesis, which suggests that language is lost in the reverse order of acquisition. During the course of attrition, evidence supporting one of the two irregular past tense acquisition theories (blocking vs competition hypothesis) is manifested. Methodology: The loss of English past tense forms of two girls who had lived in Anglophone Hawaii for two years before returning to Korea is tracked using free speech samples. Data and analysis: The children’s naturalistic speech data collected over a three-year period after their return is analyzed in terms of accuracy and error types. Findings/conclusions: Although the older sister did not exhibit clear signs of attrition, the constitution of the younger sibling’s licit and illicit past tense usage varied every year, reflecting her declining proficiency. The results also show that the path of attrition follows the prediction of the regression hypothesis. Originality: The prolonged attrition process of the sisters’ language use, which is unlike acquisition that can happen at a quick rate, demonstrated a relatively large window to witness their reshaping grammar at different interlanguage stages. Implications: The sisters’ irregular past forms retreating to a more rudimentary form provided an opportunity to support the competition model of irregular past tense acquisition. Their past tense accuracy and error analysis demonstrated various past tense forms in competition that could produce a different winner over different periods of time.

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박은하. "Examination of Korean Language Errors in Korean- Vietnamese Dictionary." Journal of Korean Language Education 19, no. 3 (December 2008): 237–63. http://dx.doi.org/10.18209/iakle.2008.19.3.237.

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Obiegbu, Ifeyinwa. "Errors in Educated Nigerian English Usage." Language Matters 49, no. 2 (May 4, 2018): 107–27. http://dx.doi.org/10.1080/10228195.2018.1482561.

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Kwankyu Lee. "Current Problems of Language Environment in Korean Usage." KOREAN EDUCATION ll, no. 81 (April 2009): 231–54. http://dx.doi.org/10.15734/koed..81.200904.231.

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한송화. "The Study of the Usage and Errors of Korean Final Endings." Grammar Education 33, no. ll (August 2018): 165–210. http://dx.doi.org/10.21850/kge.2018.33..165.

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Young-Ok Jeon. "Analysis of the Usage Errors of Korean Vocabulary by Female Marriage Immigrants." Korean Language Research ll, no. 27 (December 2010): 213–43. http://dx.doi.org/10.16876/klrc.2010..27.213.

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Kim, Gyeongyeol. "Foreign Students’ Korean Writing Errors — Studying Methods of Language." Journal of Language & Literature 82 (June 30, 2020): 363–89. http://dx.doi.org/10.15565/jll.2020.06.82.363.

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Leonard, D. J., and J. W. Gilsdorf. "Language in Change: Academics' and Executives' Perceptions of Usage Errors." Journal of Business Communication 27, no. 2 (March 1, 1990): 137–58. http://dx.doi.org/10.1177/002194369002700202.

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Rusmiati, Rusmiati. "SURFACE STRATEGY TAXONOMY ON FOREIGN LANGUAGE WRITING: A STUDY ON VERB TENSE USAGE." JURNAL SERAMBI ILMU 20, no. 2 (October 3, 2019): 189. http://dx.doi.org/10.32672/si.v20i2.1453.

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This study is aimed at analyzing errors of verb tense usage found in the learners’ writing production. The second semester students of English Department, STAIN Gajah Putih Takengon enrolled in Writing II course were taken as the participants in this investigation. Eight narrative paragraphs were scrutinized closely to detect errors pertaining to verb tense. In this case, a classification of errors proposed by Dulay, Burt, and Krashen (1982 in Ellis and Barkhuizen, 2005) called Surface Strategy Taxonomy is applied. It comprises four sorts of errors: addition, omission, misformation, and misordering. The finding reveals that the learners’ errors encompass three types of four aforementioned above, i.e. addition, omission, and misformation. Among those, misformation is found to be the most prevalent type commited by the learners, as many as 62 errors making up 72.94 % of all. It was subsequently followed by omission and addition which were 13 errors (15.29 %) and 10 errors (11.77 %) successively. Whereas misordering was not identified among the learners’ errors on paragraph composition. Eventually, a pedagogical implication as a result of this research was made. English instructors are expected to accentuate more on likely-to-produce-errors items to the learners prior to composing a paragraph.

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Антонова, Анна Александровна. "USAGE PECULIARITIES OF INFORMAL ADDRESS FORMULAS IN THE KOREAN LANGUAGE." Tomsk state pedagogical university bulletin, no. 5(211) (September 7, 2020): 48–56. http://dx.doi.org/10.23951/1609-624x-2020-5-48-56.

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Введение. В рамках лингвистической прагматики исследуются различные проблемы организации речевого поведения, которые связаны с позициями адресанта и адресата, обусловленными их индивидуальными характеристиками, типом отношений, видом коммуникации и ситуацией общения. Коммуникативная ситуация отражается посредством единиц речевого этикета, включающих в себя слова вежливости, приветствия, прощания и обращения. Будучи реализованными в акте коммуникации, различные формулы обращения отражают компоненты речевой ситуации, что материализуется в семантической и грамматической структурах, а также в стилистических коннотациях данных обращений. Прагматический анализ феномена «обращение», употребляющегося в разнообразных ситуациях общения с учетом этнокультурных факторов, является приоритетным для исследования речевого поведения. Цель статьи – выявить и описать корейские формулы обращения, функционирующие в ситуациях неформального общения. Материал и методы. Материалом исследования послужили неформальные формулы обращения на корейском языке (40 языковых единиц), выделенные из текстов следующих фильмов производства Южной Кореи: “완벽한 타인” (2018), “연애소설” (2002), “범죄도시” (2017), “리틀 포레스트” (2018), “행복” (2007), “기억의 밤” (2017), “지금 만나러 갑니다” (2018). Данные источники относятся к разным жанрам (комедия, драма, мелодрама, боевик, детектив) и воспроизводят всевозможные ситуации экстралингвистической реальности, в частности отношения между людьми в обществе, поступки коммуникантов, конфликты, возникающие между общающимися, и т. д. Для анализа и перевода обращений использовался двуязычный учебный словарь «Корейско-русский учебный словарь Национального института корейского языка», созданный на основе «Толкового словаря корейского языка» с переводом на русский язык. Исследование проводилось на материале фильмов, вышедших в период с 2002 по 2018 г., что позволяет изучить корейские обращения на современном этапе их развития. Для достижения поставленной цели использовался корпус обще- и частнонаучных методов. К общенаучным относятся: 1) методы логики – анализ (выявление формул обращения, функционирующих в ситуациях неформального общения), синтез (объединение обращений в отдельные группы согласно прагматическому подходу), обобщение (установление особенностей и функций различных формул обращения в системе корейского языка); 2) методы статистики – квантитативный метод (использование числовых данных и стандартизированных методов обработки эмпирического корпуса исследования), метод группировки (структурное и типологическое разделение эмпирического материала исследования по существенным признакам). К частнонаучным (лингвистическим) методам принадлежат описательный метод (описание особенностей и основных характеристик неформальных формул обращения), прагматический анализ (толкование значения формул обращения с позиции их употребления в речевом акте). Результаты и обсуждение. Формулы обращения, выявленные в неформальной корейской речевой коммуникации, представлены различными коммуникативными единицами. Аффиксы, присоединяющиеся к корейским обращениям, выражают нейтрально-вежливое отношение и активно используются в ситуациях неформального общения. Корейский язык располагает широким спектром терминов родства в качестве обращений, применяющихся как к родственникам, так и к близким знакомым. Обращения 2-го л. ед. и мн. ч. редко функционируют в речи, так как одним из главных показателей стиля общения выступает глагольное окончание. Экспрессивная, побудительная и перлокутивная функции усиливаются посредством междометий и притяжательных местоимений. Заключение. В ситуациях неформального общения в корейском языке выявлено 11 формул обращения: имя собственное, фамилия + имя, термины родства, имя существительное (ласкательное), метонимия, метафора, имя существительное (оскорбительное), обращение к группе лиц, обращение к незнакомому/малознакомому адресату, обращение без называния собеседника, обращения 2-го л. ед. и мн. ч. В речи данные формулы реализуют различные функции, осуществляющие не только установление контакта с собеседником, но и передачу отношения адресанта к адресату. Выбор формул обращения в различных ситуациях неформальной коммуникации обусловлен экстралингвистическими факторами. Introduction. Linguistic pragmatics investigates various problems of the speech behaviour organization, which are connected with the positions of the addressor and the addressee, due to their individual characteristics, type of relationships, type of interaction and communicative situation. Speech units reflect the situation. They include words of courtesy, greeting, farewell and terms of address. Being implemented in the act of communication, different address formulas reflect the components of the speech situation, which materialize in semantic and grammatical structures, as well as in the stylistic connotations of these terms of address. The priority for the study of the speech behaviour is a pragmatic analysis of the phenomenon of “address”, used in different communicative situations. Ethnocultural factors are taken into account. Aim and objectives. The aim of this article is to identify and describe Korean address formulas that function in informal communicative situations. Material and methods. The research material is informal address formulas in the Korean language. Forty language units are selected from texts of the following seven films produced in South Korea: “완벽한 타인” (2018), “연애소 설” (2002), “범죄도시” (2017), “리틀 포레스트” (2018), “행복” (2007), “기억의 밤” (2017), “지금 만나러 갑니 다” (2018). These sources belong to different genres (comedy, drama, melodrama, action, detective) and reproduce all kinds of extra-linguistic reality situations, in particular, relations between people in society, the actions of communicants, conflicts that arise between communicants, etc. When analyzing and translating formulas of address, the bilingual educational dictionary “Korean-Russian educational dictionary of the National Institute of the Korean language” was used. This dictionary was created on the basis of the “Explanatory Dictionary of the Korean Language” translated into Russian. To achieve the aim of the study, a corpus of general and private scientific methods was used. General scientific methods include: 1) logic methods – analysis (identifying address formulas that function in situations of informal communication), synthesis (combining address formulas into separate groups according to the pragmatic approach), generalization (establishing the features and functions of various address formulas in the system of the Korean language); 2) statistical methods – a quantitative method (using numerical data and standardized methods for processing the empirical corpus of the research), a grouping method (structural and typological separation of empirical research material according to essential features). Particular scientific (linguistic) methods include a descriptive method (description of the features and basic characteristics of informal formulas of address), a pragmatic analysis (interpretation of the meaning of address formulas from the standpoint of their usage in a speech act). Results and discussion. Address formulas identified in informal Korean speech communication are represented by various communicative units. Affixes, that join Korean formulas of address, express a neutral polite attitude and are actively used in situations of informal communication. The Korean language has a wide range of kinship terms as formulas of address that apply to both relatives and close friends. The second person singular and plural rarely function in speech, because one of the main indicators of communication style is a verb ending. Expressive, stimulating, and perlocutionary functions are enhanced by means of interjections and possessive pronouns. Conclusion. 11 address formulas – proper name, last name + first name, kinship terms, noun (affectionate), metonymy, metaphor, noun (offensive), address to a group of people, address to an unfamiliar addressee, address without naming an interlocutor, the second person singular and plural – were identified in informal communicative situations in the Korean language. In speech, these formulas implement various functions that not only carry out the establishment of contact with the interlocutor, but also transfer the relationship of the addressor to the addressee. The choice of address formulas in various situations of informal communication is due to extralinguistic factors.

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Shah Hassan, Mohd Hazreen, and Sharil Nizam Shaari. "Analisis Kesalahan Penggunaan Bahasa dalam Rencana Akhbar." Jurnal Pengajian Media Malaysia 21, no. 2 (December 1, 2019): 55–71. http://dx.doi.org/10.22452/jpmm.vol21no2.3.

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The medium that unites newspapers with its readers is correct language usage. Errors in language usage need to be minimized so that the message being conveyed is easily understood and accepted by the readers. This study was conducted to analyse the errors of language usage in newspaper feature articles, especially in terms of word choices and sentence formations by observing the criteria suggested by Waterhouse (1989). Using systematic sampling, a total of 20 newspaper feature articles in Berita Harian and Utusan Malaysia from 1 October to 30 November 2016 were studied. The results of the content analysis revealed that there were 128 errors related to the usage of language in the chosen newspaper feature articles. The errors related to sentence formation was the highest, with 60 errors, whereas the usage of synonym was the lowest, around three. Overall, the findings did not observe the criteria of an effective journalism writing, particularly in word choices and sentence formations, suggested by Waterhouse’s (1989). Poor word choices might cause ambiguity and confusion among the readers while long-winded sentences and excessive explanations might cause the reader to lose focus thus failed to understand the content of the articles.

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Park,Sung-Hee. "A study on writing errors of advanced Korean language learners." Ratio et Oratio 9, no. 2 (September 2016): 71–110. http://dx.doi.org/10.19042/kstc.2016.9.2.71.

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Isbell, Daniel R., Ok-Sook Park, and Kyujin Lee. "Learning Korean pronunciation." Journal of Second Language Pronunciation 5, no. 1 (March 13, 2019): 13–48. http://dx.doi.org/10.1075/jslp.17010.isb.

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Abstract This study investigated the effects of pronunciation instruction for 36 tertiary learners of Korean in terms of accentedness, comprehensibility, and phonological error rates while accounting for proficiency (2nd-semester beginners, 4th-semester intermediates), first language background (English, Chinese), and task effects. Participants completed beginner-appropriate picture description and read-aloud tasks at pretest and posttest. Over eight weeks, a treatment group received eight hours of instruction targeting segmental and syllable-structure features. Ten Korean NSs judged learner accentedness and comprehensibility, and learner productions were analyzed for phonological errors. Beginners’ accentedness, comprehensibility, and error rates improved regardless of receiving instruction. For intermediates, the control group showed no development in comprehensibility or accentedness, while the treatment group trended toward increased comprehensibility. Intermediate students showed minimal improvements in phonological error rates. L1 had a negligible impact on accentedness and comprehensibility, but Chinese-speaking students committed more syllable-structure errors. Associations between phonological errors and comprehensibility/accentedness varied by outcome task and L1.

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Kibbee, Douglas A., and Alan Craig. "Understanding prescription in language. A corpus-based approach." Histoire Epistémologie Langage 41, no. 2 (2019): 67–81. http://dx.doi.org/10.1051/hel/2019017.

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We define prescription as any intervention in the way another person speaks. Long excluded from linguistics as unscientific, prescription is in fact a natural part of linguistic behavior. We seek to understand the logic and method of prescriptivism through the study of usage manuals: their authors, sources and audience; their social context; the categories of “errors” targeted; the justification for correction; the phrasing of prescription; the relationship between demonstrated usage and the usage prescribed; the effect of the prescription. Our corpus is a collection of about 30 usage manuals in the French tradition. Eventually we hope to create a database permitting easy comparison of these features.

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Ahn, Pyeong Ho, and Ho Soon Ji. "About the difference in usage : From a Japanese language perspective on Korean language speakers." Journal of Japanology 45 (November 30, 2017): 225–50. http://dx.doi.org/10.21442/djs.2017.45.09.

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Ju, Woalrang. "A Study on Errors in Korean Language of Married Immigrant Women." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 21 (November 15, 2018): 625–42. http://dx.doi.org/10.22251/jlcci.2018.18.21.625.

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RONEL O. Laranjo and Seong-Chul Shin. "Patterns of Errors in Compositions of Korean Learners of Filipino Language." Southeast Asian Review 26, no. 4 (November 2016): 365–404. http://dx.doi.org/10.21652/kaseas.26.4.201611.365.

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Baek, Jiyeon, and Kyeong-Hee Rha. "Analyzing Korean English Learners’ Writing Errors on the Usage of Verbs in their English Scripts." Studies in Linguistics 50 (January 31, 2019): 391–418. http://dx.doi.org/10.17002/sil..50.201901.391.

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Shin, Me-gyeong, and Wei Liu. "An Analysis of Errors in the Usage of Chinese 'N+里' made by Korean Learners." Journal of Chinese Studies 81 (August 30, 2017): 51–72. http://dx.doi.org/10.36493/jcs.81.3.

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Choi, Dong Yup, Jin Kyu Park, and Yong Jae Kim. "The Study on the Emotion Factor Extraction from Korean SMS (Short Message Service) Text for Robot Service." Applied Mechanics and Materials 418 (September 2013): 52–56. http://dx.doi.org/10.4028/www.scientific.net/amm.418.52.

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This study is on the method of emotion extraction from Korean SMS text elements. There are errors and contradictions in the application of the results translated from foreign language, due to the difference of word origin to express the emotion. The extraction method was developed based on the characteristic of the Korean language, to minimize errors in emotion extraction. One of important characteristics of the Korean language is that emotion expressing words are mostly based on the changes in the body. The classification system developed is expected to be effective for robotic service.

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Kim, Jeong-eun, Yejin Cho, Youngsun Cho, Yeonjung Hong, Seohyun Kim, and Hosung Nam. "THE EFFECTS OF L1–L2 PHONOLOGICAL MAPPINGS ON L2 PHONOLOGICAL SENSITIVITY." Studies in Second Language Acquisition 42, no. 5 (May 5, 2020): 1041–76. http://dx.doi.org/10.1017/s0272263120000133.

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AbstractThis study examines the effects of asymmetrical mappings of L2 sounds to L1 sounds on real-time processing of L2 phonology. L1-Korean participants completed a self-paced listening (SPL) task paired with a picture verification (PV) task, in which an English sentence was presented word by word along with a picture that matched or mismatched the sentence. In the critical region, an L2 vowel was deliberately replaced with the wrong vowel for two types of English vowel pairs: Type 1: English vowel pairs showing a one-to-one mapping to Korean counterparts (e.g., English: /i/ and /æ/ to Korean /i/ and /æ/, respectively); and Type 2: English vowel pairs showing a two-to-one mapping to a Korean counterpart (e.g., English /i/ and /ɪ/ to Korean /i/). We analyzed response times (RTs) and PV accuracy. Longer RTs were observed for Type 1 errors than Type 2 errors, indicating lower sensitivity to L2 vowels with two-to-one mapping to an L1 vowel. Also, PV accuracy was lower for the sentences containing Type 2 errors. These results suggest that asymmetrical L2-L1 sound mapping can affect learners’ processing of L2 phonological knowledge, which in turn can negatively affect their comprehension.

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Laiveniece, Diāna, and Linda Lauze. "Valodas kļūdas svešvalodu apguves procesā: studentu pieredzes atspoguļojums." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 352–64. http://dx.doi.org/10.37384/va.2020.16.352.

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Simultaneous learning, usage, convergence, and overlapping of a foreign language is a contemporary feature. In this process, anyone can be a language teacher and everything can serve as a teaching aid. It is not about acquiring a foreign language, but about acquiring it through any appropriate situation and material. People’s attitudes towards foreign language errors and their understanding of what it means to know a foreign language are changing categories that are currently affected by the increasingly widespread idea of plurilingualism. The aim of the research is to find out students’ linguistic attitude towards mistakes in the process of foreign language acquisition and language usage in practice. There are two types of errors in language acquisition: 1) accidental errors due to the influence of an interlanguage, which are fully within the competence of the learner at the time but this competence does not meet the standards of the target language yet; 2) performance errors when the language user is unable to exercise his/her competence adequately (EKPVA 2006, 136). These two types are not separated in Latvian linguodidactics, and there is just one term linguistic error. On the other hand, the English scientific literature distinguishes between error for random error and mistake for performance error. The research was carried out in 2018 and 2019 by interviewing 253 students of different nationalities and specialties from Liepaja, Ventspils and Riga. The survey (which went beyond the scope of this article) dealt with a number of questions regarding the language errors in the process of a foreign language acquisition and usage. - Have you asked a teacher or someone whose mother tongue is the language you are learning to correct your mistake when noticed? More than 76 % of respondents gave an affirmative answer to this question. - Should the teacher correct the mistakes of the learner in the language acquisition process? Almost 97 % of the responses to this question were positive. - Which correction of a mistake (teacher instruction, group mates’ reprimand, individual reprimand in real communication) is better remembered? More than 68 % of respondents believe that individual criticism in the real communication process is remembered better, only slightly more than a third of the respondents consider teacher’s instruction as more durable in the learning process. - Which mistakes (pronunciation, vocabulary, or grammar) do you think cause more confusion when communicating in a foreign language? 41 % of respondents believe that the most misunderstanding in communication is due to ignorance of vocabulary. Pronunciation errors and grammatical inaccuracies are considered less significant. Respondents answered this question mainly by combining answers. - Do you think that errors in the usage of a foreign language can disappear by themselves as knowledge and language usage practice increase? More than 82 % of the responses were positive. - How do you feel when a language teacher or some other foreign language person corrects what you have said or read aloud? The responses show that the majority of respondents perceive reprimand as normal and consider it a natural part of the language acquisition process. Only some respondents think that it is wrong to correct language mistakes. The study shows that students’ linguistic attitudes towards language errors are generally neutral and positive. The combination of answers and the comments made by the respondents have proved to be informative valuable, showing not only their personal experience but also the actual picture of foreign language acquisition: real language usage is the way to qualitative language acquisition.

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Kang, Beom-Mo. "The Grammar and Use of Korean Reflexives." International Journal of Corpus Linguistics 6, no. 1 (December 17, 2001): 134–50. http://dx.doi.org/10.1075/ijcl.6.1.06kan.

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This paper discusses the relationship between grammar as linguistic knowledge, as envisaged in Generative Grammar, and usage, the result of performance. In concrete, I analyze the use of Korean reflexives ‘caki’, ‘casin’, and ‘cakicasin’ by examining the occurrences of these reflexives in a 5-million-word Korean corpus, taken from a 10-million-word Korean corpus which is called “KOREA-1 Corpus”, compiled at Korea University (H. Kim and B. Kang 1996). This corpus is composed of various genres of Korean texts including 10% of spoken material. From the KWIC concordances of accusative forms of these reflexives, ‘cakilul, casin-ul, cakicasin-ul’, I examined whether a reflexive has a local antecedent or a long-distance antecedent. The result is that ‘caki’ is almost even in having local and long-distance antecedents, but ‘casin’ has more and ‘cakicasin’ has much more local antecedents. I also examined the thematic roles of the local antecedents of reflexives, which shows that ‘casin’ has relatively more Experiencer antecedents than ‘caki’ has, although in both cases Agent antecedents dominate. The outcome of this frequency analysis suggests that a tendency (probably not yet grammaticalized), or degree of “naturalness” is real and can be captured in the usage data provided that we have a sizable amount of material which can be handled in an efficient way as provided by the corpus linguistic method of the present day. At the least, the result of such an investigation can provide a solid base from which further theorizing may proceed.

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Yoo Soyoung and 강현화. "Analysis of Phonemic Errors of Korean Learners According to Language and Proficiency." Language Facts and Perspectives 44, no. ll (May 2018): 357–97. http://dx.doi.org/10.20988/lfp.2018.44..357.

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Dong-Ju Son. "Factors Contributing to Korean Japanese Language Learners' Errors in an Effect State." Japanese Language and Literature Association of Daehan ll, no. 55 (August 2012): 79–89. http://dx.doi.org/10.18631/jalali.2012..55.005.

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Ravi Kumar Ranjan and 김형주. "Research Analysis of Errors of Beginner Level Korean Language Learners of India." Journal of Korean Language Education 27, no. 2 (June 2016): 25–50. http://dx.doi.org/10.18209/iakle.2016.27.2.25.

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Hahn, Kyung-Ja Park. "Composition Errors as an Index of Korean American Language Student Fluency Levels." Korean Studies 22, no. 1 (1998): 82–105. http://dx.doi.org/10.1353/ks.1998.0006.

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NA DONG SOOK. "Studies on the Usage of Hao and Hage Style in Modern Korean Language -To Enhance Cultural Literacy of Korean Language Learners-." Language & Information Society 27, no. ll (March 2016): 61–86. http://dx.doi.org/10.29211/soli.2016.27..003.

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Choi, Sea Hee, and Tania Ionin. "Plural marking in the second language: Atomicity, definiteness, and transfer." Applied Psycholinguistics 42, no. 3 (January 20, 2021): 549–78. http://dx.doi.org/10.1017/s0142716420000569.

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AbstractThis paper examines whether second language (L2)-English learners whose native languages (L1; Korean and Mandarin) lack obligatory plural marking transfer the properties of plural marking from their L1s, and whether transfer is manifested both offline (in a grammaticality judgment task) and online (in a self-paced reading task). The online task tests the predictions of the morphological congruency hypothesis (Jiang 2007), according to which L2 learners have particular difficulty automatically activating the meaning of L2 morphemes that are incongruent with their L1. Experiment 1 tests L2 learners’ sensitivity to errors of –s oversuppliance with mass nouns, while Experiment 2 tests their sensitivity to errors of –s omission with count nouns. The findings show that (a) L2 learners detect errors with nonatomic mass nouns (sunlights) but not atomic ones (furnitures), both offline and online; and (b) L1-Korean L2-English learners are more successful than L1-Mandarin L2-English learners in detecting missing –s with definite plurals (these boat), while the two groups behave similarly with indefinite plurals (many boat). Given that definite plurals require plural marking in Korean but not in Mandarin, the second finding is consistent with L1-transfer. Overall, the findings show that learners are able to overcome morphological incongruency and acquire novel uses of L2 morphemes.

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Jegede, Olusegun O., and Akintunji M. Akinola. "Errors of Pronoun Usage among Nigerian Secondary School Students." LingLit Journal Scientific Journal for Linguistics and Literature 2, no. 2 (June 24, 2021): 48–59. http://dx.doi.org/10.33258/linglit.v2i2.458.

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This study examined the errors of pronoun usage among Nigerian Secondary School Students. The study looked specifically at pronoun types, and identified and examined the errors that secondary school students make in their use. The research subjects were students of public secondary schools in Oyo West Local Government Area. There are fifteen (15) public secondary schools in the Local Government Area. However, out of the fifteen (15) public secondary schools, five (5) were chosen. The researcher made use of stratified sampling technique in order to classify the respondents’ view into different characteristics for clear and better results. A total of one hundred (100) students were selected for the study, with twenty (20) students selected from each school. Test questions with options were designed specifically for the students in the selected schools. The test questions focused on all the aspects of pronoun usage, especially the areas where students make errors such as subjective case pronouns, objective case pronouns, possessive case pronouns and tactic pronouns. The test was adequately supervised to see that the respondents did not consult their mates for any assistance before they could respond to the test. It was administered in the classroom for their convenience and proper supervision. There were twenty (20) questions in the test, four questions each were on the subjective case, objective case, possessive case, problematic pronouns usages and unique pronouns types (indefinite pronoun and reciprocal pronouns). At the end, the test scripts were collected and marked. The errors made were identified and categorised and examined. The study clearly showed that secondary school students in Nigeria use pronouns that are inaccurate or incorrect in their expressions. In this vein, the study showed that these errors occur because the students have not fully learned the correct use of the pronouns. The study also found that the teaching method applied in the teaching of English grammar in secondary schools is not very effective and English language teachers need to set up a workable teaching and evaluation method that will show how well a learner has learned. The study concluded that the students need constant exposure to the English language to fully develop communicative competence in it.

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Kim, Ahrim, and Iksoo Kwon. "The Korean hortative construction revisited." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 30, no. 3 (July 3, 2020): 351–80. http://dx.doi.org/10.1075/prag.19014.kim.

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Abstract This paper revisits the hortative -ca construction in Korean from a usage-based perspective, examining its functions in natural interactional spoken data The examination of the actual occurrence of -ca reveals its various functions: -ca indicates that the performer of the focal-event encoded in the utterance may be 1st person plural subject, i.e., the speaker and other interlocutors; 2nd person, i.e., the addressee(s); 1st person, i.e., the speaker; and 3rd person. Our findings provide direct evidence for the different degrees of prototypicality among these functions, which are reflected in their different frequency counts. Furthermore, this study proposes two novel functions of ca, the accordant imperative (to demand that the addressee agree with the speaker that the addressee perform the focal-event) and the speaker hortative (to ask the addressee to perform an action so that the speaker him-/herself can perform the focal-event).

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Kim, Seonkyeong, Su Hwa Yoo, Jihye Jang, Yunju Cho, Yoonhee Yang, and Dongsun Yim. "Usage of Onomatopoeic and Mimetic Words in Vietnamese-Korean Bilingual Compared to Korean Monolingual Families." Communication Sciences & Disorders 24, no. 2 (June 30, 2019): 288–98. http://dx.doi.org/10.12963/csd.19601.

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Park, Chongwon. "(Inter)subjectification and Korean honorifics." Journal of Historical Pragmatics 11, no. 1 (February 19, 2010): 122–47. http://dx.doi.org/10.1075/jhp.11.1.05par.

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The traditional diachronic treatment of the Korean honorific marker LsupL is that LsupL was originally used as a referent honorific marker from the subject’s point of view. It then underwent changes to become a speaker-addressee-oriented (S-A) marker. Diverging from this traditional approach, I claim, based on a large-scale corpus-based study, that LsupL was used as a speaker-oriented marker as early as the fifteenth century. To account for Lsup-’s function change, I posit three stages for the evolution of the modern usage of LsupL. In Stage I (fifteenth century), LsupL was used to establish an honorific relation between a speaker and a referent. In a later transition stage (Stage II, sixteenth century), LsupL began to be used with the contextual restriction that the referent be the same as the addressee. Due to its high frequency, this use of speaker-addressee honorification was coded as a new standard (Stage III). This paper shows that the pragmatic function change of the Korean honorific marker is adequately accounted for by Traugott’s (2003, 2007) (inter)subjectification theory.

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Lee, Young Ouk, and Eddie Ronowicz. "The development of an error typology to assess translation from English into Korean in class." Babel. Revue internationale de la traduction / International Journal of Translation 60, no. 1 (November 24, 2014): 35–51. http://dx.doi.org/10.1075/babel.60.1.03lee.

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One of the urgent issues in translation studies is how to identify a good translation, which is inevitably related to its assessment. Various approaches have been introduced to deal with these issues, and while all of them should be considered as important variables, it would be impossible to use all of them in developing an assessment method, which can be applied to all types of translation.<p>Under these circumstances, this paper is designed to show the procedure of the development of an error typology to assess translations from English into Korean for students in translation programs. To do this, studies done in translation assessment and error typologies until now have been presented, and an error typology consisting of four categories: (a) causes of errors, (b) types of errors; (c) results of errors; (d) significance of errors has been developed. Since it is an on-going project, the next step will be to apply it to data to verify its effectiveness.<p>

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Turay, Dr Momodu. "A Study of The Lexical and Morpho-Syntactic Errors of Fourah Bay College Students." IJOHMN (International Journal online of Humanities) 5, no. 6 (December 10, 2019): 16. http://dx.doi.org/10.24113/ijohmn.v5i6.153.

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This study investigates the lexical and grammatical errors in the English usage of some Fourah Bay College students at the University of Sierra Leone. Selinker’s Inter-language Theory (1972) and Corder’s Error Analysis Approach (1981) were used as a theoretical framework in examining the learners’ errors. Data were collected by giving the learners a written composition to work on. From the subjects’ essays, lexical and grammatical errors were extracted and categorized. The lexical errors were categorized into first language transfer and learning induced. The grammatical errors were divided into first language transfer, over-generalisation of target language rules, ignorance of target language rules, false concepts hypothesised and universal hierarchy of difficulty. Recommendations were also offered in order to minimize the learners’ errors.

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Kim, HyangHee, Duk L. Na, and Eun Sook Park. "Intransigent Vowel-Consonant Position in Korean Dysgraphia: Evidence of Spatial-Constructive Representation." Behavioural Neurology 18, no. 2 (2007): 91–97. http://dx.doi.org/10.1155/2007/751407.

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Dysgraphia due to a focal brain lesion can be characterized by substitution, transposition, deletion and/or addition errors of graphemes or strokes. However, those linguistic errors can be language-specific because the writing system of a given language may influence error patterns. We investigated a Korean stroke patient, a 57-year-old English teacher with dysgraphia both in Korean Han-geul (한글) and in English alphabet writings. The results of an experimental testing revealed transposition errors between a consonant and a vowel only in English but not in Korean writings. This austerity of vowel-consonant position may be attributed to a unique Korean writing system of a spatially well-formed syllabic configuration or block with consonant(s) and a vowel. In light of a neuropsychological model of writing, which depicts a multi-level spelling and writing process, we suggest a spatial-constructional component of internal orthographic representations in Korean writing. This Korean graphemic configuration feature may be resistant to a focal, left cerebral damage, and thus, we also discuss our results in terms of cerebral lateralization of the writing processes.

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Wagner, Jason Paul, and Douglas J. Wulf. "Understanding Written Corrective Feedback in Second-Language Grammar Acquisition." Journal of Education and Learning 5, no. 4 (October 25, 2016): 259. http://dx.doi.org/10.5539/jel.v5n4p259.

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<p>Written Corrective Feedback (WCF) is used extensively in second-language (L2) writing classrooms despite controversy over its effectiveness. This study examines indirect WCF, an instructional procedure that flags L2 students’ errors with editing symbols that guide their corrections. WCF practitioners assume that this guidance will lead to increased grammatical competence over time in new writing samples. This study finds that these assumptions are correct overall. However, in-depth analyses of L2-English learners’ correction behaviors in four elicitation tasks over a 12-week period demonstrate that WCF is not uniformly effective at increasing accuracy for all grammatical constructions. In fact, WCF fails to exert any positive effect with a number of grammatical constructions. This result can be understood via Skill Acquisition Theory (SAT) when the treatability of constructions with WCF is considered. Specifically, grammatical constructions that include only a binary option for correct usage are highly amenable to positive change via WCF since employing WCF is akin to correcting errors flagged on a true/false test. By contrast, grammatical constructions with more than a binary choice for correct usage, akin to correcting errors flagged on a multiple-choice test, are not amenable to positive change.</p>

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GUPTA, ASHUM, and GULGOONA JAMAL. "Reading strategies of bilingual normally progressing and dyslexic readers in Hindi and English." Applied Psycholinguistics 28, no. 1 (January 2007): 47–68. http://dx.doi.org/10.1017/s0142716406070032.

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This study examined the reading accuracy of dyslexic readers in comparison to chronological age-matched normally progressing readers in Hindi and English using word reading tasks, matched for spoken frequency of usage, age of acquisition, imageability, and word length. Both groups showed significantly greater reading accuracy in Hindi than in English. For normally progressing readers, spoken frequency of usage had no significant effect in Hindi and a significant effect in English, whereas for dyslexic readers it had a significant effect in both languages. In Hindi, normally progressing readers produced only nonword errors; dyslexic readers produced a far greater percentage of nonword than word errors. In English, normally progressing readers produced greater percentage of word than nonword errors, whereas dyslexic readers produced greater percentage of nonword than word errors. Results are discussed in terms of orthographic transparency, sublexical, and lexical reading strategies.

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Concilus, Frank. "Second Generation Korean American Identity Construction: The Influences of Language, Friendship, and Race." International Area Review 8, no. 1 (March 2005): 85–102. http://dx.doi.org/10.1177/223386590500800105.

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Social constructionism assumes that cultural identities are constantly being reinvented and reinterpreted. In this article, the rather extensive research concerning identity construction for second generation Korean Americans is reviewed, and the main findings are illustrated through examples drawn from Korean American literature and second generation Korean American life stories. Special attention is given to the friendship patterns, language usage, and racial experiences of the second generation. In addition, dating patterns are examined and some of the possible reasons for the high rate of exogamous marriage, especially for Korean American women, are explored.

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Lee, YoonKyoung, Jieun Choi, So Jung Oh, Ji Hye Yoon, and Yu-Seop Kim. "Attitude of Korean Speech-Language Pathologists toward Usage of Language Sample Analysis and Computer-aided LSA." Communication Sciences & Disorders 25, no. 3 (September 30, 2020): 651–68. http://dx.doi.org/10.12963/csd.20731.

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Apriliana, Anggi Citra, and Avini Martini. "ANALISIS KESALAHAN EJAAN DALAM KARANGAN NARASI PADA SISWA KELAS V SEKOLAH DASAR KECAMATAN SUMEDANG SELATAN." Primary: Jurnal Pendidikan Guru Sekolah Dasar 7, no. 2 (October 30, 2018): 227. http://dx.doi.org/10.33578/jpfkip.v7i2.6267.

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This study aims to uncover spelling errors (letter use errors, word writing, and punctuation use) of fifth grade students ofelementary schools in South Sumedang District, Sumedang Regency. To achieve this goal qualitative descriptive research iscarried out with steps: collecting data on students' language errors and conducting language error analysis. The researchsubjects were fifth grade students of Margacinta Elementary School, Manangga Elementary School, and Pasanggrahan IElementary School, South Sumedang District. The results of the study showed that there were errors in language in students'narrative essays which included spelling errors (letter usage errors, word writing, and punctuation errors). Spelling errors thatoften appear are errors in capital letters, incorrect writing of prepositions, errors in the use of punctuation, errors in writingwords that are not in accordance with the rules of the correct language, and errors in writing of particles. The largest number ofmisspellings is Manangga Elementary School with a number of spelling errors of 52 (43.33%) and the smallest number ofmisspellings, namely Margacinta Elementary School with 27 (22.5%) errors.

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Jasim Al-Shujairi, Yasir Bdaiwi, and Helen Tan. "Grammar Errors in the Writing of Iraqi English Language Learners." International Journal of Education and Literacy Studies 5, no. 4 (October 31, 2017): 122. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.122.

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Several studies have been conducted to investigate the grammatical errors of Iraqi postgraduates and undergraduates in their academic writing. However, few studies have focused on the writing challenges that Iraqi pre-university students face. This research aims at examining the written discourse of Iraqi high school students and the common grammatical errors they make in their writing. The study had a mixed methods design. Through convenience sampling method, 112 compositions were collected from Iraqi pre-university students. For purpose of triangulation, an interview was conducted. The data was analyzed using Corder’s (1967) error analysis model and James’ (1998) framework of grammatical errors. Furthermore, Brown’s (2000) taxonomy was adopted to classify the types of errors. The result showed that Iraqi high school students have serious problems with the usage of verb tenses, articles, and prepositions. Moreover, the most frequent types of errors were Omission and Addition. Furthermore, it was found that intralanguage was the dominant source of errors. These findings may enlighten Iraqi students on the importance of correct grammar use for writing efficacy.

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Journal articles on the topic 'Korean language - Errors of usage'

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