원문정보
초록
영어
The purpose of this study is to investigate KFL students’ errors in using Korea copula i-ta in their writing assignments. In Korean classes, the Korean copula i-ta is usually simply introduced as a word equivalent to the English be-verb, and there is not much explanation beyond this. However, there are many cases when i-ta cannot be considered as a counterpart to the be-verb, since i-ta and be-verb have many different properties in terms of their meanings and functions. To investigate KFL students’ error patterns in using the Korean copula, this study examined American college students’ writing data for two semesters. Our data show that students often make errors related to meanings and to forms. Errors in meaning include confusion between i-ta and iss-ta ‘to exist’, and between i-ta and toy-ta ‘to become’; and errors in forms include orthographic error, conjugation error, and inappropriate omission. This study shows that errors of i-ta are found prevalently at all levels of proficiency; upper-level students are not exempt and often make errors as they try to produce more complex sentences. We argue that the Korean copula i-ta cannot be simply compared with the English be-verb and should be taught repeatedly and explicitly as students advance into the higher levels, so that they can speak and write Korean more fluently and naturally.
목차
1. Introduction
2. Differences between Korean i-ta and English be-verb
3. Errors of i-ta
3.1. Errors caused by confusion between i-ta and iss-ta
3.2. Adding an unnecessary particle
3.3. Using i-ta after an adjective
3.4. Using i-ta instead of other verbs
3.5. N-i-ta vs. N–ha-ta or N-other verbs
3.6. Using i-ta to mean a change of state
3.7. Conjugation errors
3.8. Orthographic errors or omitting i
4. Conclusion and pedagogical implications
References