중국인 한국어 학습자들의 구어오류수정에 대한 인식조사-학문목적 학습자를 중심으로- = Investigating the Perception of Spoken Error Treatments in Chinese Speaking Academic Purpose Korean Learners

다국어 초록 (Multilingual Abstract)

This study aims to investigate the way Chinese speaking Korean learners think about spoken error treatments, their preferred error treatments, and the relationship between error treatments and learner characteristics. To meet the goal of the research, the study employs a survey. Mode and mean of the answers for each question were calculated and ANOVA was applied to see the relationship between the variables. The questionnaires were distributed to 117 students, studying Korean currently with academic purpose either in Korea or in China, among whom 37 students were excluded due to double check and any blank answers. Students agree that most of their spoken errors are treated and Korean native teachers treat them after they finish talking. Among 9 different ways of treatments, students prefer to be treated by explicit feedback and implicit feedback. Interestingly, as students are in high level and have more experience in studying Korean, they want to be corrected less frequently and consider treatments as less effective. However, Chinese speaking Korean learners consistently want to be treated by explicit feedback no matter what gender they are, which level they are in, and how long they have been studying Korean either in Korea. or in China. Exception was found for those who have been studying Korean more than 2 years; they consider implicit feedback as most effective.

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