2. 17 year old male, born in Korea
Lived in US for 6 months
Scored at the Entering Level for
English on WAPT
Began studying English in 6th grade
Data collection
Observed two writing pieces
Descriptive paragraph about a tangible object (a sandal)
Paragraph about New Year’s Resolutions
10 minute interview
3. Types of Errors Frequency
Omissions
• Articles 12
• Verbs 6
• Particles 5
• Pronouns 4
• Conjunctions 3
Verbs
• Tense 4
• Subject agreement 5
Other
• Word choice 4
• Word order 13
• Adjectives
4. What John wrote: Correct form: Error:
Shoe is sandle. The shoe is a sandal. Its Missing articles “the” and
It’s black color. color is black. “a”; spelling. Word order.
It use when we go beach. It’s used when we go to the Missing verb “is”;
beach. subject/verb agreement;
missing preposition “to”;
missing article “the”
I’m going to beach in hot I’m going to the beach Missing article “the”; word
summer. during the hot summer. choice- “during” instead of
“in”
I’m very fun but very hot. I’m having fun but I’m very Word choice- missing verb
hot. “having”; missing pronoun
and verb “I’m”
What John wrote: Correct form: Error:
Resolution is promise to A Resolution is a promise to Missing articles “a” and
do better and New Year. do better in the New Year. “the”; word choice-
preposition “in” instead of
conjunction “and”
My first resolution is do My first resolution is to do Missing particle “to”
well in school. well in school.
I will study English, get I will study English, get good “s” needs to be added to
good grade and do grades and do my make noun plural; missing
homework. homework. pronoun “my”
I will make a girlfriend I will get a girlfriend and Word choice- “get” instead
and make many friends. make a lot of friends. of “make”; “a lot” instead of
“many”
(overgeneralizations)
5. What John spoke: Correct form: Error:
Dis country so big. This country is so big. Pronounced /ð/ as /d/
Many different sings here. There are many different Pronounced /θ/ as /s/
things here.
I live here for six munts, I I have lived here for six Incorrect pronunciations of
tink. months, I think. /θ/ and /ð/
6. Alphabet
Korean (Hangul) English
Character alphabet 20 consonants
14 consonants 6 vowels
6 vowels 1 letter can be either
consonant or vowel
Written horizontally or
Written horizontally
vertically
Clearly, there are several English consonant sounds that do
not exist in Korean.
7. Korean English
Word stress not important Relies on accents
Several sounds do not exist Extra sounds not present
/θ/ pronounced as /s/ so
think becomes sink in Korean are difficult to
/ð/ substituted with /d/ so learn
this is pronounced dis Phonetic rules
/v/ produced as a /b/ so
very is pronounced berry Words can end in any
vowel or consonant
Phonetic rules
Words end in vowels or
select few consonants
8. Korean English
subject-object-verb word order subject-verb-object word order
agglutinative language where Analytic-style language where
morphemes added to the end of grammatical relationships are
the verb to make it contextual contained within the sentence
verb tenses do not need to agree rather than attached to verb
with subjects
Multiple past tenses
single past tense
Use of articles to show reference
No articles
made by nouns
Honorifics- markings for nouns
and verbs that show formal Use plural ending to determine
relationship between speaker if verb or noun is singular or
and listener plural
No plural endings- determine
singular or plural by context
9. Korean English
Students are quiet Cooperative learning
Avoid eye contact encouraged
Seldom initiate conversations Students frequently initiate
with superior conversations with teachers
Address instructor as Teacher addressed by formal
“teacher”(use of name name
disrespectful)
Teacher facilitator to help
Student responsibility to learn
material
students when they do not
understand
Feel ashamed when do not know
answer because did not live up Not knowing is not equated
to teacher expectations with shame. Rather more
review is needed.
10. There are many differences between English and
Korean languages
This can make it difficult for learners to acquire new
language without errors
ESL teachers should be familiar with components of
ELLs native language and culture
Encourage bicultural approach rather than implying
one culture more important than the other
