This study aims to select the list of collocations needed for elementary level collocation education, and to present the effective ways of collocation education based on the analysis on the aspect of Chinese elementary learners’ use of Korean colloc...
This study aims to select the list of collocations needed for elementary level collocation education, and to present the effective ways of collocation education based on the analysis on the aspect of Chinese elementary learners’ use of Korean collocations. In the education of the Korean language, most of the preceding studies on collocations were mainly on intermediate and advanced learners. But in this study, the research subjects were elementary learners and the contents and the causes of the errors that appear in their use of collocation are analyzed and the ways of collocation education that can enhance the Chinese elementary learners’ ability to use collocation were presented.
While most of the preceding studies contend that collocation should be taught after the intermediate stage, this study maintains that collocation should be started from the elementary stage. This is because it is considered that if the learners of the Korean language have accurate understanding of natural combination of Korean words from the elementary stage, it will practically help the learners of the Korean language to enhance the fluency and accuracy.
In this study, a list of 72 elementary stage collocations suitable to the elementary stage learners was suggested by conducting 4-stage selection procedures on the list of 2,348 collocations of 10 preceding researchers who presented the list of elementary stage collocations. From the 72 elementary stage collocations, 40 collocations in which Chinese learners may make errors due to the influence of their native language were derived. With the evaluation questions composed of 28 collocations extracted from the 40 collocations, the collocation abilities were measured, and the aspect of Chinese elementary learners’ use of Korean collocations and the causes of errors in the use of collocations were analyzed.
In the measurement of collocation abilities, the ability to understand was measured using multiple-choice type questions and COLLEX questions, and the ability to express was measured using CONTRIX questions and translated questions. As a result of the measurement, the Chinese elementary learners were superior in the ability to understand, than in the ability to express the collocations of the Korean language.
The aspect of Chinese elementary learners’ use of Korean collocations were studied in two abilities to understand and to express. The contrastive analysis on the Korean language and the Chinese language was conducted in order to look into the causes of making errors in the use of collocation.
The results of analyzing the errors that appeared in the aspect of the Chinese elementary learners’ use of collocations were as follows. The error rate due to the influence of the native language was 22.8%, the error rate due to the influence of the target language was 49.6%, and the error rate due to the learners’ internal causes was 27.6%. In the error rate by type in subdivision, the error rate due to the lack of understanding of the target language was 39.4%, the error rate due to the learners’ internal causes was 27.6%, the error rate due to the native Chinese language style expression was 19.5%, the error rate due to the target language meanings similarity was 8.3%, the error rate due to the differences in meanings domain of the native language was 2.0%, and the error rate due to morphological similarity of the target language was 1.8%.
The error rate of 49.6% due to the influence of the target language is considered as the result of the elementary stage learners’ over-application of the knowledge acquired in the course of learning the Korean language. However, the error rate due to the influence of the native language was 22.8% and of which the error rate due to Chinese style expressions was 20.8%. The errors are considered to result from substituting Korean words for their native Chinese expressions because of their inability to recognize the collocation relationship between the two words, rather than from the intervention of Chinese characters that coexist in the vocabulary system of the Korean language and the Chinese language.
Accordingly, it is considered that, in the collocation education for Chinese elementary learners, more emphasis should be placed on the errors due to Chinese style expressions caused by the intervention of the native language than on the errors due to the influence of the target language which are the errors made by the learners from the other language areas and on the errors due to learners’ internal causes. So an education plan of Korean collocations for Chinese elementary level learners focusing on improving their awareness of errors over Chinese-type expressions was presented with the objective, the contents and the methodology of collocation education.
Based on the keynote that the education of Korean collocation should begin from the elementary stage, this study analyzed the aspects of Chinese elementary learners’ errors in using Korean collocations. With the results of the analysis, the ways to conduct Korean collocation education for them were presented. The results of this study can help Chinese elementary learners to enhance their vocabulary and communication ability through cultivating their capacity to use collocations.
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