이 論文은 러시아어를 母語로 하는 韓國語 學習者들의 連語 사용상의 誤謬를 분석하여, 오류의 發生 位置와 그 원인을 밝히고 이를 토대로 韓國語 連語 敎育을 위한 바람직한 방법을 제안하는 것을 목적으로 한다. 이를 위해 학습자 말뭉치에서 어휘 오류가 가장 많이 일어나는 위치 및 한국어와 러시아어의 形態的ㆍ統辭的 特性에 따라 가장 有意味한 語彙 結合 誤謬를 보이는 ‘體言+用言’ 형태의 연어를 연구 대상으로 하였다. 그 중 體言과 用言이 結合할 때의 語彙 誤謬가 전체 오류의 41.7%로 가장 많이 나타났고 이 중 用言의 語彙的 誤謬가 36.9%에 달하였다. 특히 이러한 오류의 原因 중 하나로 母語인 러시아어의 부정적인 轉移로 인한 오류를, 兩國語의 言語學的 特性, 특히 意味 包含 관계를 고려하여 분석하였다. 그 결과 連語 敎育, 語彙 敎育에서의 말뭉치 활용, 對照言語學的 硏究 및 學習者를 위한 연어 目錄 정립의 필요성을 밝힐 수 있었다.

A Study on Collocational Errors by Learners of Korean －Focusing on errors ‘substantive + predicate’ constructions－ Yang, Su-hyang This article outlines new methods for teaching Korean vocabulary to native Russian speakers by first analyzing students' compositional errors, then contrasting the errors in the target language to their native language. Firstly, compositional errors are analysed and then categorized. By analysing the distribution and nature of these result, research on the source of the errors is presented. Finally, recommendations for a constructive pedagogy are offered. This study attempts to define the distinguishing trait of two languages and how they differ. In particular, vocabulary meaning, practical usage and ‘substantive + predicate’ type collocation forms. Based on a learner corpus written by Russian students from the former Soviet Union, ‘substantive + predicate’ collocation errors are categorized into four parts based on part of speech; substantive errors, particle errors, predicate errors, and ‘substantive + predicate’ association errors. The results showed that ‘substantive + predicate’ combination errors made up 41.7% of the total errors. Among these detailed error types, lexical errors on predicate made up 36.9% of the total errors. These errors are made due to the differing scope of word meanings and structures in the Korean and Russian languages. Based on these reasons, the errors were further subdivided into more detailed categories. These results showed that using collocations and the contrastive analysis based on corpus are very effective way to learn and teach vocabulary. Also the collocation for each of the six levels of Korean learner should be listed.

A Study on Collocational Errors by Learners of Korean －Focusing on errors ‘substantive + predicate’ constructions－ Yang, Su-hyang This article outlines new methods for teaching Korean vocabulary to native Russian speakers by first analyzing students' compositional errors, then contrasting the errors in the target language to their native language. Firstly, compositional errors are analysed and then categorized. By analysing the distribution and nature of these result, research on the source of the errors is presented. Finally, recommendations for a constructive pedagogy are offered. This study attempts to define the distinguishing trait of two languages and how they differ. In particular, vocabulary meaning, practical usage and ‘substantive + predicate’ type collocation forms. Based on a learner corpus written by Russian students from the former Soviet Union, ‘substantive + predicate’ collocation errors are categorized into four parts based on part of speech; substantive errors, particle errors, predicate errors, and ‘substantive + predicate’ association errors. The results showed that ‘substantive + predicate’ combination errors made up 41.7% of the total errors. Among these detailed error types, lexical errors on predicate made up 36.9% of the total errors. These errors are made due to the differing scope of word meanings and structures in the Korean and Russian languages. Based on these reasons, the errors were further subdivided into more detailed categories. These results showed that using collocations and the contrastive analysis based on corpus are very effective way to learn and teach vocabulary. Also the collocation for each of the six levels of Korean learner should be listed.

error analysis, vocabulary teaching, Russian learner of Korean, collocation, scope of meaning