이 연구는 중국인 한국어 학습자들의 글쓰기 자료에서 발견되는 맞춤법 오류의 양상을 기술하고, 그러한 오류의 수정을 위한 바람직한 한국어 교재 구성의 방향은 무엇인가를 제시하는 데 목적이 있다. 이러한 목적을 위해, 본 연구에서는 오류 분석 가설(error analysis hypothesis)에서 가정하고 있는 오류의 원인에 대한 기존의 논의들을 바탕으로, 중국인 한국어 연수생들이 보이는 맞춤법 오류의 양상을 모국어의 간섭에 의한 것과 목표어인 한국어의 영향에 의한 것 두 가지로 구분하여 살펴보았다. 연구 결과, 모국어의 간섭에 의한 오류는 음소 체계 및 음절 구조 등 발음에서 가능한 학습자의 오류가 고스란히 맞춤법의 오류로 반영되어 나타남을 확인하였다. 또한, 한국어의 영향에 의한 것으로는 조사의 체계 및 용법에 대한 과잉 일반화, 용언의 활용에서 나타나는 규칙화 혹은 단순화, 어문 규정에 대한 불완전한 이해 등이 요인이 되어 오류가 나타남을 밝혔다. 이와 같은 사실들을 토대로, 외국인 학습자의 오류는 모국어 학습자의 오류와 전혀 내용과 질이 다를 수 있다는 사실을 전제로 예측 가능한 학습자의 오류 유형을 직접적으로 제시하고, 학습자 스스로 그러한 오류를 발견하여 수정 활동이 이루어질 수 있도록 함으로써 오류의 화석화를 막기 위한 교재의 구성이 필요함을 지적하였다.

This study aims to describe aspects of errors in orthography found in the writing data of Chinese learners of Korean language and present desirable directions for Korean textbooks to modify such errors. For this purpose, this study examined aspects of errors in orthography in terms of the following two perspectives: interference from the first language and influences by Korean language, the target language, based on existing studies on the reasons for errors assumed in the error analysis hypothesis. As a result, we found that for errors caused by interference from the first language, learners' potential errors in pronunciation such as phonemic systems and syllable structures appear as errors in orthography. It was also possible to identify those errors caused by Korean influences which occur due to excessive generalization in propositional systems and usage, routines or simplification in inflected words and incomplete understanding on Korean regulation. Based on the results above, it was assumed that foreign learners' errors are totally different from native speakers' in contentand quality. With such assumption, we present types of predictable errors and suggest that Korean textbooks should be developed to help learners find their errors and revise them for themselves, and contribute to prevention against fossilization of errors.

This study aims to describe aspects of errors in orthography found in the writing data of Chinese learners of Korean language and present desirable directions for Korean textbooks to modify such errors. For this purpose, this study examined aspects of errors in orthography in terms of the following two perspectives: interference from the first language and influences by Korean language, the target language, based on existing studies on the reasons for errors assumed in the error analysis hypothesis. As a result, we found that for errors caused by interference from the first language, learners' potential errors in pronunciation such as phonemic systems and syllable structures appear as errors in orthography. It was also possible to identify those errors caused by Korean influences which occur due to excessive generalization in propositional systems and usage, routines or simplification in inflected words and incomplete understanding on Korean regulation. Based on the results above, it was assumed that foreign learners' errors are totally different from native speakers' in contentand quality. With such assumption, we present types of predictable errors and suggest that Korean textbooks should be developed to help learners find their errors and revise them for themselves, and contribute to prevention against fossilization of errors.

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Learners of Korean Language, orthography, errors, error revision, first language, intervention, target language, and fossilization