The aim of this research is to explain the following two main research questions by analysing the interlanguage data produced by Korean L2(the Second Language) learners group composed of 6 (pre)middle school students. They have learned English as a fo...
The aim of this research is to explain the following two main research questions by analysing the interlanguage data produced by Korean L2(the Second Language) learners group composed of 6 (pre)middle school students. They have learned English as a foreign language in Korea for more than 4 years except one who has lived in America for 8 years. The two principal questions are :
1. What are the most frequent errors made by the Korean L2 learners?
2. What characteristics does the Korean L2 learners' interlanguage have as the learning time increased?
The first half of the thesis (pre-fieldwork chapters) deals with the theoretical bases for this research by describing the 7th curriculum writing aims and exploring underlying principles and ideas of interlanguage. This section also describes the importance of the errors that learners make. The teachers should have the skills to diagnose and treat errors.
The second half of the thesis (post-fieldwork chapters) analyses the errors corrected in Korean students' English compositions by a native English speaker. Using both quantitative and qualitative analyses, this study comes to conclusions as follows.
The results of this study are :
1. The most frequent errors made by the Korean L2 learners occurred in the English articles in terms of the percentage of the errors.
Whereas the number of the errors was the highest in the English verbs.
2. The Korean L2 learners' interlanguage has the similar characteristics at the same developing steps such as using verb be and general verbs together. And their interlanguage was getting close to the TL(Target Language) norms in proportion to the amount of the learning time.
In addition, the errors' occurrence is caused by extending one TL grammar rule to another, applying TL grammar rules unsteadily and using analytic expressions according to L1 idea and so forth. I think the causes are followed by forming and developing steps of interlanguage.
，韩语论文范文，韩语毕业论文 | 
