Corpus-Informed Application Based on "Korean Learners' Corpus": Substitution Errors of Topic and Nominative Markers

Autor/inn/en	Chun, Jihye; Kim, Mi Hyun
Titel	Corpus-Informed Application Based on "Korean Learners' Corpus": Substitution Errors of Topic and Nominative Markers
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 6 (2021), Artikel 13 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Mi Hyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-021-00112-7
Schlagwörter	Computational Linguistics; Korean; Second Language Learning; Error Analysis (Language); Second Language Instruction; Correlation; Language Proficiency; Teaching Methods; Language Usage; Grammar; Error Patterns; Nouns; Form Classes (Languages) + Suchen Sie Ihr Suchwort? Linguistics; Computerlinguistik; Koreanisch; Zweitsprachenerwerb; Error analysis; Language; Fehleranalyse; Fremdsprachenunterricht; Korrelation; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Grammatik; Fehlertyp; Analytischer Sprachbau
Abstract	This study aims to demonstrate the need for learner-corpus-informed applications and proposes methods of application that promote the proper use of Korean topic and nominative markers. This study extracted 3004 pieces of error from the error-annotated corpus of the "Korean Learners' Corpus," the largest Korean learner corpus to date. A detailed examination of the above data was conducted to subdivide the types of substitution errors related to the topic and nominative markers, and to analyze the error rate according to the type of error and level of proficiency. The statistical data revealed no consistent correlation between the error rate and proficiency level. Furthermore, based on the proportion of error types by proficiency level, this study proposes the use of common mistake boxes with real errors; these errors are generally committed by learners of all proficiency levels and are not presumed problematic by grammarians or intuition-based teachers. These boxes can, therefore, be utilized as a practical tool for inclusion in pedagogical materials, such as learner's dictionaries and textbooks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01