중국인 한국어 학습자의 사동문 사용 오류 원인에 대한 연구

• Published in: 한말연구 Vol. 66; no. 31; pp. 1 - 22
• Main Authors: 기치, Qi Zhi, 대려연, Dai Li-juan, 오재혁, Oh Jea-hyuk
• Format: Journal Article
• Language: Korean
• Published: 한말연구학회 18.09.2025
• Subjects: causative verbs; Chinese learners of Korean; L1 interference; morphological causatives; morphological complexity; 모국어 간섭; 사동사; 중국인 한국어 학습자; 한국어와문학; 형태적 복잡성; 형태적 사동법
• ISSN: 1229-4500; 2799-8983
• DOI: 10.16876/klrc.2025.66.31.1

Korean causative expressions are divided into morphological causatives, formed with suffixes, and periphrastic causatives, expressed with constructions such as ‘-ke hata’. In contrast, Chinese expresses causativity only through lexical means such as ‘‘讓’ and ‘使’. Due to this difference, Chinese learners of Korean experience particular difficulty with morphological causatives and often make errors involving suffix misuse and semantic misinterpretation, as pointed out by previous studies. However, few empirical analyses have been conducted to determine whether these errors result from native language interference or the structural complexity of Korean. This study aims to analyze the error patterns of Chinese intermediate learners in using Korean morphological causative constructions and to identify the underlying causes. Eighteen causative-active verb pairs essential for intermediate-level learners were selected and categorized into two types depending on their lexical equivalents in Chinese. Two experimental tasks were designed: a word selection task and a sentence completion task. These tasks evaluated learners’ ability to distinguish causative from active verbs, apply suffix rules correctly, and avoid lexical interference from their first language. The experiment involved 30 Chinese university students majoring in Korean. Results showed a low average accuracy rate of 34% in the word selection task, with frequent errors involving non-standard causative forms. In the sentence completion task, Type ② items yielded 13.3% higher accuracy than Type ①, likely due to semantic confusion in Chinese translations. While some influence from the learners’ first language was observed, the findings suggest that the primary cause of error lies in the structural and morphological complexity of Korean. This implies that explicit instruction on suffix rules and contrastive practice with causative-active verb pairs is needed in Korean education for Chinese learners.