In process of acquiring a second language, the mother tongue can have both negative and positive effects on learning. When it comes to learning Korean as English speakers, due to their syntactic differences, they may have certain challenges.
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In process of acquiring a second language, the mother tongue can have both negative and positive effects on learning. When it comes to learning Korean as English speakers, due to their syntactic differences, they may have certain challenges.
Between the Korean psychological predicates and the English psychological verbs, there are some grammatical differences in their argument positions, subject person case constraint, and double subject construction. Compared to the English psychological verbs, the Korean psychological adjectives can only be combined with the first person in a declarative sentence and with the second person in the interrogative sentence. Furthermore, the English psychological verbs can have Experiencer-Subject (ES) and Experience-Object (EO) whereas the Korean psychological verbs can only have (ES).
The error analysis of Korean learners studying English psychological verbs has been done significantly; in contrast, that of English speakers learning Korean psychological verbs has been done a little. For this reason, the purpose of this study is to find out the difference between the psychological verbs of English and Korean, to analyze the errors when English speakers of Korean learners make while using psychological verbs, and finally to suggest some effective teaching strategies and methods for psychological verbs along with textbook analysis.
In order to identify the type of errors and aspects of psychological predicate of L2 Korean learners, I conducted a test, consisting of translation task and marking (O,X) task, on 40 English speaking Korean-language learners living in Korea. In the translation test, there were three (ES) verbs (abhor, hate, like) and three (EO) verbs (sadden, please, embarrass) for the test takers to utilize. The marking test is to see their awareness of controlling referring persons.
As expected, the result revealed that when the English-speaking learners of the Korean language use psychological predicates, they made errors significantly high in the following areas: position of the argument, double subject construction, and person case constraint. Furthermore, after analyzing 4 kinds of Korean beginner's textbooks, there were no grammar explanations concerning psychological predicates; instead, psychological adjectives were mainly dealt in the reading texts or texts for conversation and in introducing vocabularies.
This study, based on the above findings, suggested some teaching strategies and methods, and development of the textbooks on the psychological predicates to help the English-speaking learners.
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