한국어는 후치언어(postpositional language)로서 어미나 조사의 기능이 중요한 언어다. 특히 격조사, 보조사, 접속조사로 나뉘는 조사는 그 종류와 기능이 다양하여 한국어교육의 일선에 있는 교원들에게조차 어렵게 다루어진다. 7가지 종류 38개 형태의 격조사, 23개 형태의 보조사 및 17개 형태로 나타나는 접속조사의 종류와 그 기능 등은 한국어교원에게 필요한 교수내용지식(PCK)이고, 한국어 학습자에게는 배우기 어려운 학습내용이 된다. 이 조사 사용의 어려움을 중급의 한국어 실력을 가진 영어 화자의 사례를 중심으로, 한국어 학습 과정에서 생성한 문장에 나타난 조사 사용의 오류를 분석하여 확인한 결과 178개의 한국어 문장에 사용된 374개의 조사 가운데 17.6%에 해당하는 66개의 조사 사용 오류가 분석되었다. 구체적인 오류의 양상은 대치 오류가 약 53.2%, 누락 오류가 약 33.9%, 과잉 오류가 약 12.9%로 나타났다. 한국어교육은 한국어의 말맛을 살리는 조사에 대한 교육이 효율적으로 이루어질 수 있도록 해야 한다. 조사 관련 교육내용을 중요하게 다루고, 영어 화자 및 다른 전치언어(propositional language) 습득자 대상의 한국어교육에서 조사에 관한 학습이 효율적으로 이루어지도록 도와야 할 것이다.
I found three error types in the use of postpositions in 178 Korean sentences made by a Korean learner, Mitch Goshorn, who is an American senior student. During six months in 2011-2012, he was taught Korean language by me in 33 lessons, and he could translate many Korean sentences to English sentences in the picture book, I hate English. In his sentences, 374 distinct postpositions were used. However, 62 errors in the use of postpositions were made by him. According to my analysis, the error types are classified into the three as follows：Omission, Substitution, and Addition. 35 errors were made for omission, 23 errors for substitution, and 8 errors for addition. These three error types imply that Korean learners have difficulty in understanding how to use postpositions in learning Korean language. Therefore, I propose that Korean education as a second language(KSL) should be provided considering postpositions so that Korean learners can express postpositions freely. This study may contribute to making a curriculum, selecting pedagogical contents, and developing teaching methods and materials in Korean language education. Further studies are needed to discuss the characteristics of Korean language as a postpositional language.
I found three error types in the use of postpositions in 178 Korean sentences made by a Korean learner, Mitch Goshorn, who is an American senior student. During six months in 2011-2012, he was taught Korean language by me in 33 lessons, and he could translate many Korean sentences to English sentences in the picture book, I hate English. In his sentences, 374 distinct postpositions were used. However, 62 errors in the use of postpositions were made by him. According to my analysis, the error types are classified into the three as follows：Omission, Substitution, and Addition. 35 errors were made for omission, 23 errors for substitution, and 8 errors for addition. These three error types imply that Korean learners have difficulty in understanding how to use postpositions in learning Korean language. Therefore, I propose that Korean education as a second language(KSL) should be provided considering postpositions so that Korean learners can express postpositions freely. This study may contribute to making a curriculum, selecting pedagogical contents, and developing teaching methods and materials in Korean language education. Further studies are needed to discuss the characteristics of Korean language as a postpositional language.
