This study analyzes the errors appearing in the writing assignments collected from the beginner and intermediate level Korean learners from India, based on error system. It was found that Indian learners made errors mostly in postpositional particles,... This study analyzes the errors appearing in the writing assignments collected from the beginner and intermediate level Korean learners from India, based on error system. It was found that Indian learners made errors mostly in postpositional particles, followed by noun errors. It was also observed that errors occurred mostly in the usage of grammar and vocabulary. Categorizing the errors made by the beginner and intermediate learners showed that grammar errors were more compared to the vocabulary errors. The overall study is summarized as under. Chapter 1 explains the need for this study. Although, there has been an increase in Korean language learners in India every year, however, only a small number of studies have been conducted on Korean language education aimed at the learners, with prior studies usually focusing on grammar education. It is hard to find any study on the problems occurring during the learning process of the Korean language learners in India. It can be said that the Korean language learners from India have not been provided with the education method they wanted, because studies conducted until now, aiming at these learners didn’t understand the errors they make.Therefore, this study tries to suggest an efficient education method to prevent errors made by the learners based on the errors made by learners. Previous studies have been conducted on error analysis grammatical errors vocabulary errors and study of Korean language education for the Indian learners. Chapter 2 presents the theoretical background of errors. Firstly, the discussion starts with the importance of errors, and then explaining their significance in second language learning. Since, it is not easy to classify errors and mistakes, their differences have been studied from the perspective of other researchers. Moreover, the study suggests the usefulness of error analysis from the perspective of learners and instructors by explaining contrastive analysis hypothesis, inter language hypothesis, error analysis hypothesis. Through error analysis, instructors can understand the level of the learners and accordingly design the learning methods. Also, the learners can get to know their own errors and put effort to correct them. Thus, the study of error analysis is an important theory in language education and is an effective method in the acquisition of second language. Error system is classified into communication, error layer, and error phenomenon, with categories divided into global error, vocabulary, and grammar. This study mainly analyzes the type and cause of errors made by the Korean language learners from India, in the usage of Korean vocabulary and grammar. Moreover, an attempt is made to understand the error phenomenon causing errors in the written materials. Chapter 3 provides detailed description of the research method employed. The study involves the observation and categorization of the error types frequently made by the beginner and intermediate level Korean language learners from India, based on the data from their written assignments Further, it enlists the research method and the demographic information of the target group of learners from India. The study analyzes not only the freestyle written material of the learners but also their homework assignments, test sheet, daily diary etc. Chapter 4 explores the causes of errors made by the Korean language learners from India, by analyzing each of the error types, based on the error system described. The beginning level learners have made errors mostly in the use of postpositional particle, however, there were no errors found in the use of interjection. Beginners made more errors in grammar compared to vocabulary, observing 43.44 % in grammatical errors and 39.52 % in vocabulary errors, out of the total data. Therefore, it was confirmed that beginning level learners are making a lot of errors in learning Korean. The underlying causes of the vocabulary errors made by beginner level learners are, errors made due to lack of vocabulary as a beginner or getting confused because of similar meanings or not recognizing the notation of the vocabulary. Also, it is observed that the vocabulary errors made by the beginners in their written assignments is due to the influence of Hindi. As the usage of Hindi vocabulary is different from Korean and the phoneme system is also different, it is hard for the beginning level learner to understand Korean vocabulary. In case of postpositional particle errors in grammar, Korean language learners made errors by wrongly identifying the meaning and usage of these Korean particles because the meaning and usage of postpositional particles is quite different in Hindi. Learners also made frequent errors due to confusion, in the case of ending of the word as there are many endings with similar meaning among the Korean word endings. Even among these word endings, beginners made mistakes mostly in the final ending. This is because it is not easy for the beginners to make final endings by combining verbs or adjectives. There are many kinds of final endings of the words in Korean and all the final endings cannot be used with verbs or adjectives, so it is difficult to understand for the beginning level learners who learn Korean as a foreign language. Frequent errors occur due to the influence of Hindi, as in Hindi, original form of the verb does not change when combining verb with final ending, tense or changing ending, however in Korean there are cases when these verb changes. Also, beginning level learners made replacement errors the most, which confirms that the learners get confused with the Korean vocabulary or grammar. Error types are confirmed and classified according to categories, for the intermediate level Korean language learners from India, based on their written assignments. It is found that even the Intermediate level learners make most errors in postpositional particles followed by noun errors, ending errors and verb errors. When looking into the error category, intermediate level learners made 47.27% errors in grammar and 44.09% errors in vocabulary out of the total data. Intermediate learners often get confused in grammar or vocabulary because there is too much to learn at their level. In the case of vocabulary errors, intermediate learners similar to the beginner learners, identified the notations wrongly or did not use the proper vocabulary that fits into the sentence. In case of grammatical errors in postpositional particles, intermediate level learners repeat the same errors as they made in the beginner level. It is confirmed from the written materials that due to the influence of Hindi, intermediate level learners made vocabulary errors similar to that of the beginners. However, in contrast to the beginners, intermediate learners made most of the errors in connective endings. There are many connecting endings to learn at the intermediate level, and it is found that errors often occur due to the confusion in the meaning, arising out of the connecting endings already learnt by the learners. While observing the error pattern, it is found that similar to the beginners, intermediate learners made replacement errors the most, and they also get confused in the usage of Korean vocabulary and grammar. Thus, based on the analysis of written assignments, it is found that the beginner and intermediate level Korean language learners from India often get confused in the usage of Korean grammar and vocabulary. Chapter 5 presents the cause of the error committed by Indian students. The reason of the error which was commited by indian students was presented as same as their wrtting error analyzed by dividing the vocabulary error and grammar error. It was confirmed that error was often occurred by influence of difference between Hindi and Korean by Hindi background learner of Korean language. . Also, it is hard for the Hindi background learner to judge oneself whether the learner uses the right vocabulary or grammar as the learner does not have the opportunity to use it after learning Korean from the classroom. By this, the learner makes the same error repetitively and there for there Korean language ability did not enhance. Therefore, there is a need to make a effective study method for learners through learne’s error by the Korean language teacher. There is a need to fix the error of the learner and guied them how to use the vocabulary and grammar item in right context. And, it’s also necessary to guied them to recognize and fix the error by themselves. Since Indian learners are not acquainted with Chinese culture they have to memorize Korean vocabularies. Therefore, a lot of learning activities should be undertaken so that Indian learners can do well in vocabularies. In order to arouse their interest in learning Korean, vocabulary games matching with the level of learners will be a good method. For Grammar, a list of mistakes which are made repetitively by learners should be prepared and the meaning, usage pattern of those mistakes should be explained. After they learn connectors, It is required to explain in writing the differences connectors having similar meaning can make when used in a sentence. The role of Korean language instructor is very important. The role of instructor is to arouse interest in learners to learn Korean and should not make this activity burdensome. Learners who have Hindi background will find learning Korean very easy when similarities between vocabulary and grammar patterns of Hindi and Korean are explained. They tend to avoid many basic mistakes. This study has the purpose of analyzing the error appearing in the writting matarial of Korean language learners of india and to find its reason. In near future the korean writing research targeting Indian learner is expected to be actively proceed and expect for more effective educational method to be presented. At last, wish that this research could be helpful for the Korean language learners and teachers from India.
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