An Analysis of Interlanguage in the Chinese Korean Learners' Corpus

Abstract

The purpose of this paper is to analyze the learner`s use of Korean language based on the Chinese Korean learner`s corpus. For this purpose, we analyze the learner`s corpus such as location of errors, error patterns and, error layers of form markers based on learner`s written and spoken corpus. The results are as follows. First, when we analyze the use patterns of Chinese Korean learners by their proficiency and parts of speech, the use of pronouns and numerals is higher in most proficiency level than whole learner and the use of adverbs and exclamations is also noticeable. The usage pattern of the ending was lower in all the connection, pre-final endings transformation ending except the final endings, and the usage of all the postpositions except the nominative postposition is lower than the average proportion. In spoken language, we find that the usage rates of proper nouns, dependent nouns, pronouns, numerals, copula-ida, connective adverbs are relatively low, and the use of each part of speech varies greatly depending on the proficiency. The results of analyzing the error location in parts of speech show that the error rate in the functional words is higher than that of the real words and that the error occurrences are higher in the intermediate level in written language and the levels two and three in spoken language. Second, the results of the error pattern show that the Chinese learners are more likely to have a higher error rate of spelling error than the whole learners, and that there tend to be more missing errors in the beginner level and more substitution errors in the intermediate and advanced levels. Third, the results of the analysis of the linguistic error by proficiency show that the phonemic errors are most salient. Discourse errors are not significant due to insufficient data. In the written language, the error rate of the whole learner and the Chinese learner are different, but not large. Until the levels one through four, the error rates are higher for whole learners compared to Chinese learners, but they decrease gradually, and in the level five, the percentage of Chinese learners` errors is slightly increased. There is found little error in spoken language.