Turkish and Korean are known to be in the same language group: the Ural Altay group. This study has been made to understand the errors of Turkish learners’ in Korean writing. For this purpose, the patterns of the learners’ errors have been investi...
Turkish and Korean are known to be in the same language group: the Ural Altay group. This study has been made to understand the errors of Turkish learners’ in Korean writing. For this purpose, the patterns of the learners’ errors have been investigated according to Contrastive Analysis, for the effective Korean language education of Turks.
For this study, prediction of learners’ errors according to the Contrastive Analysis perspective was made in 3 areas: particles, verbal endings, vocabulary. After that, the causes of errors were classified and identified in three aspects: intralingual transfer, interlingual transfer, and students’ factors. Then the result of the analysis was confirmed by the prediction of the Contrastive Analysis, so that the validity of the Contrastive Analysis could be attested by the real students’ error results. Finally, an effective teaching and learning method was suggested for each area with high recorded errors.
The results showed that most errors were made in the following areas: particles, vocabulary, verbal endings. The sequence of the error pattern was replacement, omission, addition, unusual forms. In order of frequency, the causes of error were intralingual transfer, interlingual transfer, and students’ factor. The prediction made by Contrastive Analysis between Korean and Turkish was confirmed with high validity in the Turkish learners’ writing. Consequently, the Contrastive Analysis approach can be very highly recommended for Turkish learners to learn Korean.
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