| In Korean language vocabularies,Sino-Korean word occupies the highest percentage,about more than 60%of the entire vocabularies.This is why any student from either Korea or China is affected by this Sino-Korean word when they learn either of both languages.It might be easy to think that they can learn Chinese language vocabularies because the sino-Korean words used in Korean language are similar or same in terms of Chinese language vocabulary or sound,but learners make frequent errors because the sino-Korean words used in Korean language are different from the Chinese words,in fact.Among which,homographic sino-Korean words have the same character types seemingly and so it is advantageous to analogize the meaning in early learning process of Chinese language,but if they learn by focusing on this advantage only,it might rather inhibit their understanding and expressing Chinese vocabularies exactly.In linguistics,such weakness and strength are classified into Positive transfer and Negative transfer.Based on the above facts,this study examined the existing related researches in the first place.As a result,by noting that in the existing China-Korea's sino-Korean language studies,there are relatively few reports on verb vocabularies that might cause substantially more errors because they are complex in using them,this study focused on verb vocabularies only and selected vocabulary researches among the essential HSK Class 4 vocabularies in order to give real help to learners in the elementary and intermediate levels.Then,this study placed emphasis on the differences in form and meaning between both countries,classified the vocabularies into three categories:same form-same definition,same form-different definition(or homograph),and different form-same definition,largely by referring to the existing researches,and among which,departmentalized the two vocabularies except same form-different definition that is determined to have a relatively lower research value and then added error analysis theory to the comparative analysis and analyzed the differences in vocabulary between both countries in various perspectives.Next,based on such analytical contents,this study conducted a survey.The survey respondents were a total of 69 Korean Chinese-language learners in the elementary and intermediate level.The survey results were analyzed with Excel program and to differentiate elementary learners from intermediate ones,we set a certain criteria and conducted case selection and to see the incorrect answer ratio by question item depending learner's level,conducted error frequency analysis.As a result of data analysis,incorrect answer data were drawn enough to be perfectly consistent with all similar reasons,whether they are either elementary or intermediate learners.This suggests that Positive transfer can be expected from Korean learners in the elementary level as they possibly infer Chinese language vocabularies that they had never learned before,to some extent and use them properly,but unless they learn exactly by considering this as advantage only,in the intermediate level with a longer period of learning,they might also make similar errors to those of elementary level learners or be more confusing.The last part of this study considered the causes of errors committed by learners based on the entire results from this study and as a result,among many errors,Negative transfer-derived error,influenced by learner's mother tongue was the main cause.In addition,to reduce such errors completely,the author also proposed some learning strategies from the Chinese language learner's perspectives. |
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