중학생의 영작문에 나타나는 오류 분석 = An Error Analysis of Middle School Students' English Writing

다국어 초록 (Multilingual Abstract)

Foreign language learners make a great deal of errors when communicating in English either in oral or in written. In fact, it is impossible to acquire a foreign language without making errors. These errors are significant to teachers in that they show evidence of the processes learners go through in learning English, and of various strategies they are applying. Written composition by English learners can be analyzed to reveal both the sources of their errors and to correct their errors.
The purpose of this study is to investigate the errors of English writing made by Korean middle school students and to make suggestions on effective and appropriate methods of teaching English writing. This theoretical study is based on an interlanguage approach, a contrastive analysis hypothesis, and an error analysis, though this study is mainly based on error analysis.
In this study, the writing was analyzed of 73 third grade students from two classes of a middle school in Daejeon. The students, in their regular class, were asked to write a paragraph with the title of 'My Favorite' and it was less ten sentences in length. The students had studied English for about three years, so I considered them to be in the early stage of the development of English writing ability.
The sources of errors made by the students in this study were classified into two categories: interlingual transfer and intralingual transfer. The former category was again divided into 7 domains: word order, subject omission, article error, verb omission, coordinate conjunction, and unsuitable vocabulary. Similarly, the latter category was divided into 6 domains: omission of grammatical morpheme, plural noun, third person singular verb with 's' ending, consonant addition, possessive case, and voice.
Students made more errors by interlingual transfer than by intralingual transfer. These results support the common belief that early stage learners make errors by interlingual transfer, and that as the learner acquires more of the target language, an increasing number of intralingual errors are manifested.
These results suggest how to approach teaching writing skills to middle school students, and it will lead students' writing to greater progress and improvement. Based on the frequent errors of middle school learners, teachers should help students by focusing on both fluency and accuracy to prevent them from continually repeating the same errors. The ultimate aim of language acquisition is to achieve more natural communication ability, so it is important to revise leaners' errors with careful attention lest you should interfere in their natural communication.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구의 목적과 내용 2
• 3. 연구의 한계점 3
• Ⅱ. 이론적 배경 5
• 1. 중간언어(Interlanguage) 5
• 2. 오류 관련 이론 9
• 1) 오류의 정의와 의의 9
• 2) 대조 분석(ContrastiveAnalysis) 11
• 3) 오류 분석(ErrorAnalysis) 14
• (1) 배경과 전제 14
• (2) 오류분석의 절차와 유형 15
• (3) 오류의 원인 16
• (4) 한계점 22
• Ⅲ. 연구 방법 26
• 1. 연구 대상 26
• 2. 연구 도구 27
• 3. 연구 분석 기준 27
• 4. 연구 절차 29
• Ⅳ. 연구 결과 30
• 1. 양적 분석 30
• 1) 언어간 전이 31
• 2) 언어내 전이 33
• 2. 질적 분석 35
• 1) 언어간 전이 35
• (1) 어순상의 오류 36
• (2) 주어 생략의 오류 37
• (3) 복수 사용의 오류 39
• (4) 관사 사용의 오류 40
• (5) 동사 생략의 오류 41
• (6) 등위 접속사 사용의 오류 43
• (7) 부적절한 어휘 선택의 오류 45
• 2) 언어내 전이 46
• (1) 문법적 형태소 생략 46
• (2) 명사 복수형 오류 48
• (3) 3인칭 단수 동사 -s 50
• (4) 자음 첨가 규칙의 오류 50
• (5) 소유격 사용의 오류 52
• 3. 학습기간과 오류의 관계 53
• Ⅴ. 결론 및 제언 55
• 참고문헌 58
• ABSTRACT 61