The purpose of this study is to analyze the errors in grammatical forms of Chinese-Korean translations by Chinese learners and to seek measures to teach them in translation writing.
In the introduction, the purpose and the necessity of the study are ...
The purpose of this study is to analyze the errors in grammatical forms of Chinese-Korean translations by Chinese learners and to seek measures to teach them in translation writing.
In the introduction, the purpose and the necessity of the study are provided, and we surveyed the translation education first, by examining previous studies on translation, with Chinese learners as subjects, concerned with the Korean language education.
In chapter 2, we examined the difference between the educations of general writing and of translation writing, and emphasized the importance of the translation writing in the writing area.
In chapter 3, we provided 23 Chinese students in Korea with a descriptive composition and a text of a speech which are practical in their contents, and formal in their styles, making each student translate 46 Chinese sentences in them into Korean. After collecting the translations, a Chinese Korean language teacher and the study fellow (who is Korean) extracted, out of the total of 14,782 translated syntactic words, the sentences which were thought to be errors. The result of the data analysis based on exemplary translations is as follows: The errors in postpositions, which accounted for 62.６% of the total errors, were found to be about 25.２ percentage points more than those in endings, which accounted for 37.4% of the total errors. More errors were found in postpositions in 이/가 (22.7%) > 은/는 (19.2%) > 을/를 (11.4%) > 의(10.8%) > 에 (10.5%) > 와/과 (8.6%) > 에게/께(5.8%) >에서 (4.4%) > (으)로 (3.6%) > 까지(1.3%) > 만 (1.1%) > 도(0.6%), in that order; and in endings in -ㅂ니다(40.5%) > –았/었-(26.6%) > - ㄴ/은(4.5%), -면서(4.5%) > -ㄹ/을(3.7%) > -고 (3.5%) > -아/어(2.9%), -는(2.9%) > -아/어야(1.9%) > -(으)시(1.8%) > -ㄴ/는(1.6%) > -ㄴ/는가(1.4%) , -(으)면(1.4%) > -지만(1.3%) > -(으)ㅁ(1.1%) > -기(0.5%), in that order.
In chapter 4, we suggested measures to prevent the errors of replacement, addition and missing of postpositions and endings, based on the analysis result in chapter 3. We designed activity sheets for filling in blanks, against missing errors; for choosing a suitable form, against replacement errors; and for finding out components of a sentence, against addition errors. Then we finally suggested educational measures, centered on actual practices.
This way, we examined applying translations, so that a Chinese advanced learner may increase his or her ability in writing up to the level of a Korean. We hope the learners will acquire the writing abilities which are systematic, and exact in grammar, so that they can devote themselves to their studies and carry out their translation work. We also hope that more studies will be made on writing, applying translations, in the Korean language education.
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