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An Investigation of English-L1 Khl Learners' Written AN INVESTIGATION OF ENGLISH-L1 KHL LEARNERS’ WRITTEN ERRORS AND PEDAGOGICAL IMPLICATIONS Alice Joo A thesis in fulfilment of the requirements for the degree of Doctor of Philosophy School of Humanities and Language Faculty of Arts and Social Sciences July 2018 Thesis/Dissertation Sheet Australia's Global University UNSWSYDNEY Surname/Family Name Joo Given Name/s Allee Abbreviation for degree as give in the University PhD calendar Faculty Arts and Social Sciences School Humanities and Languages Thesis litle The nature of Engllsh-L 1 KHL learners' written errors Abstract 350 words maximum: (PLEASETYPE) This study examines the written errors of two-hundred-eighty-eight English-L 1 tertiary intermediate KHL learners. The study identified and categorised high frequency orthographic, grammatical and lexical errors, and derived their possible causes to discuss the pedagogical implications that they impose. In orthographicerrors, the study identified errors due to phonetic similarity in vowels, errors due to sound alteration. and errors due to phonetic closeness in consonants to be the main error categories. The errors show that KHL learners experience difficulty due to lackof corresponding sounds between English and Korean sounds, and also due to inconsistency in phonemes and graphemes. In grammatical errors, the study identified case particle errors to be the most significant, with the substitutions genitive -uy by locative-static -ey, locative-dynamic -eyse by locative-static -ey, topic-contrast -unlnun by nominative -ilka and nominative - ilka by accusative -ulllul to be the most frequent substitution errors in order of frequency. The main causes of such errors include overreliance on spoken forms, functional similarity between substituted particles, and lack of explanation in learning resources and instruction. The errors show the need for a review of the presentation of such particles in course books, and development of pedagogical grammar for learners of English backgrounds. In lexical errors, the most significant error categories in order of frequency were errors of redundancy, simplification, and semantic similarity. There appearsto be both interlingual and intralingual factors for the cause of these errors as well as factors of induced errors that involve faulty instructions and resource materials. The results indicate a strong need for the development of a heritage learner-specific pedagogy and instructional materials such as a KHL dictionary accompanied by corresponding classroom instruction or remedial class. The study noted that KHL learners have their own distinct language characteristics which, in turn, call for a KHL stream language curriculum. It is suggested that there is a need for systematic developments at a policy and curriculum level for an adequate provision and participation in heritage language learning and teaching, as well as pedagogical improvements where high frequency error items are effectively addressed in KHL instructions and resource materials. Declaration relating to dispositionof projectthesis/dissertation I hereby grant to the University of New South Walesor its agents the right to archive and to make available my thesis or dissertation in whol� or in part in the. University libraries i� all forms of m�ia, no.w or here �fter known, subject to the provisions of the Copyright Act 1968. I retain all property nghts, such as patent nghts . I also retain the nght to use in future works (such as articles or books)all or part of this thesis or dissertation. I also authorise University Microfilms to use the 350 word abstract of my thesis in DissertationAbstracts International (this is applicable to doctoral theses only). 1 J Signature ............. ?�. Date.��. .. /.� .......... The University recognises that there may be exceptional circumstances requiring restridions on copying or conditions on use. Reques1s tor restridion for a period of up to 2 years must be made in writing. Requests for a longer period of restriction may be considered in exceptional circumstances and require the approval of the Dean of Graduate Research. �OR OFACE USE Date of completion of requirements for ONLY Award: ORIGINALITY STATEMENT ‘I hereby declare that this submission is my own work and to the best of my knowledge it contains no materials previously published or written by another person, or substantial proportions of material which have been accepted for the award of any other degree or diploma at UNSW or any other educational institution, except where due acknowledgement is made in the thesis. Any contribution made to the research by others, with whom I have worked at UNSW or elsewhere, is explicitly acknowledged in the thesis. I also declare that the intellectual content of this thesis is the product of my own work, except to the extent that assistance from others in the project's design and conception or in style, presentation and linguistic expression is acknowledged.’ Signed …………………………………………….............. Date …………………………………………….............. COPYRIGHT STATEMENT ‘I hereby grant the University of New South Wales or its agents the right to archive and to make available my thesis or dissertation in whole or part in the University libraries in all forms of media, now or here after known, subject to the provisions of the Copyright Act 1968. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation. I also authorise University Microfilms to use the 350 word abstract of my thesis in Dissertation Abstract International (this is applicable to doctoral theses only). I have either used no substantial portions of copyright material in my thesis or I have obtained permission to use copyright material; where permission has not been granted I have applied/will apply for a partial restriction of the digital copy of my thesis or dissertation.' Signed ……………………………………………........................... Date ……………………………………………........................... AUTHENTICITY STATEMENT ‘I certify that the Library deposit digital copy is a direct equivalent of the final officially approved version of my thesis. No emendation of content has occurred and if there are any minor variations in formatting, they are the result of the conversion to digital format.’ Signed ……………………………………………........................... Date ……………………………………………........................... Acknowledgements I’d like to express my sincere gratitude to my primary supervisor Dr. Seong-Chul Shin for the guidance and support throughout my study. He has guided me through the very first steps of my research, providing me with invaluable insights and linguistic knowledge that have helped me widen my research perspectives. I thank him for his patience in proofreading my thesis over the years which has significantly contributed to the smooth running of the research. Thanks also to my co-supervisor Dr. Aniko Hatoss for her support and valuable comments. My sincere thanks also goes to Brad Wilke for proofreading my thesis. I really appreciate his willingness to discuss my thesis over the phone regularly up to the submission date despite his busy schedule. His constructive comments from a language education perspective were very helpful in stimulating ideas to develop my arguments further. Very special thanks to the coordinators of Korean Language Institute of Yonsei University for allowing me to have access to the data required for my study. It would have been almost impossible for me to collect data of such kind without their help. I am also grateful to the students of UNSW who participated in the surveys. Thanks so much to my KSAA friends who have been my motivation to work on my thesis and present at the conference every year, especially Kai who has provided me with immense emotional support at the hardest times. Finally, thank you all my doctors and acute care team at St Vincent’s Hospital for all the support they have given me during my time of crisis. i Abstract This study examines the written errors of two-hundred-eighty-eight English-L1 tertiary intermediate KHL learners. The study identified and categorised high frequency orthographic, grammatical and lexical errors, and derived their possible causes to discuss the pedagogical implications that they impose. In orthographic errors, the study identified errors due to phonetic similarity in vowels, errors due to sound alteration, and errors due to phonetic closeness in consonants to be the main error categories. The errors show that KHL learners experience difficulty due to lack of corresponding sounds between English and Korean sounds, and also due to inconsistency in phonemes and graphemes. In grammatical errors, the study identified case particle errors to be the most significant, with the substitutions genitive -uy by locative-static -ey , locative-dynamic -eyse by locative-static -ey , topic-contrast -un/nun by nominative -i/ka and nominative -i/ka by accusative -ul/lul to be the most frequent substitution errors in order of frequency. The main causes of such errors include overreliance on spoken forms, functional similarity between substituted particles, and lack of explanation in learning resources and instruction. The errors show the need for a review of the presentation of such particles in course books, and development of pedagogical grammar for learners of English backgrounds. In lexical errors, the most significant error categories in order of frequency were errors of redundancy, simplification, and semantic
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