韩国大学生英语交互会话中引起交际困难的触发语类型分析
如今，将英语作为通用语言学习已经成为世界的潮流，韩国英语作为亚洲英语的代表，具有举足轻重的地位。但是，由于韩国与西方国家的文化以及诸多方面的差异，对于英语不是母语的韩国大学生，在使用英语进行日常交流时不可避免会出现这样或者那样的问题。所以在韩国大学生英语日常交际中出现的各种问题都值得我们深入分析。本文着重对引起韩国大学生英语日常交互会话困难的触发语类型进行分析。本研究邀请了韩国K大学的40名英语相关专业的同学加入，使用错误分析法和话语分析法，研究了引起韩国大学生日常交互会话困难的触发语类型，主要分为词汇发音，句法，整体表达，四种类型。希望通过本研究给韩国现英语教学提供一定的借鉴，也希望为今后研究韩国英语相关课题的学者提供一定的理论支持。
关键词  韩国英语，触发语类型，交互会话，错误分析法,话语分析法
1  Introduction    1
2  Theoretical background    2
3  Methodology    3
3.1  Participants    3
3.2  Data collection    4
3.3  Data analysis    4
4  Results    5
4.1  Phonetic Errors    6
4.2  Lexical Errors    7
4.3  Morphosyntactic Errors    9
4.4  Global Errors    11
5  Discussion    12
5.1  Reasons for communication difficulties    13
5.2  Enlightenments to English learning and teaching    14
Conclusion    15
Acknowledgements    16
References    17
1  Introduction
In modern society, English is spoken around the world and in every field. Neither China nor Korea is an English-speaking country, therefore, the two countries can communicate about their college-English education (Zeng Dazhi, 2014). However, Korean-English have only rarely received any research attention. Hence, this paper focus on trigger types lead to communication difficulties in Korean college students’ English peer-peer interaction. We all know that an essential way for Korean and Chinese college students to learn English is to communicate with others by using interlanguage. Interlaguage is an independent language system for the second language learner.  Structurally, this language system is between mother tongue and target language, and its formation is due to English learners’ incorrect summarization and inference according to English learning rules.(Xu Fang, 2009). Therefore, because of the limitation of objective conditions, when students learn English, the main communicative form is the interlanguage talk. Certainly, interlanguage is an important and effective way to learn English, nevertheless, it also causes disparities between the interlanguage and the target language, which may bring about communicative difficulties in daily communication. Korean English as an important representative of Asian English occupies a key place on the research of the Asian English varieties. Besides, the main populations of learning English are students, this paper makes a special efforts to investigate Korean college students who have difficulties in their English daily communication and attempt to analyze the main trigger types causing the difficulties in English communication.
In order to make the paper more comprehensive and systematical, Conversation Analysis which is an approach to the study of talk in interaction was adopted in this study. It grew out of the ethnomethodological tradition in sociology developed by Harold Garfinkel (1964, 1967, 1988). This approach was used to transcribe the recordings and analyze the data. In this study, 40 Korean college students were involved, and divided into 20groups. All the participants were asked to make conversations according to 10 given topics. Through a series of studies and efforts, the scientific and empirical research findings can be a reference for the improvement of Korean English language teaching.
2  Theoretical background
In china, Guo Wei and Cai Weiqi (2002) raised that students have difficulty in English communication because of psychological disorder, context obstacle, hearing disorder and lexical problem. They raised these four reasons which can cause difficulties in students’ daily communication and also gave some solutions. In addition, Wang Juan (2011) who is from Shanxi University also based her study on the reasons that cause communication difficulties. She put forward that all the communicative problems could be traced back to three possible sources mainly: first, the mother-tongue transfer; second, the target language interference; and third, the communication strategy. The communicative problems may cause certain difficulties which may affect the smooth progress of the communication, bring inhibition to the mutual understanding between interlocutors and cost extra efforts for the hearer to perceive the speaker’s intended meaning. Besides, Zhang Xin (2012) compared the Chinglish which is a type of error, mainly caused by interference of Chinese language, culture and thinking patterns, it usually occurs in English output of non-English majors with China English. She also presented some reasons for communication difficulties in English, such as, too afraid of grammar mistakes, thinking in Chinese way and idiomatic expression.
The above precious researches on difficulties in daily communication of Chinese students, whether abstract or vulgar, have something in common although each scholar holds different opinions. To conclude all their opinions, we can find that the trigger types lead to the difficulties in daily communication of Chinese students mainly in these four aspects---Pronunciation, Lexical, Morphosyntactic, Global. According to the following researchers about Korean students’ English learning situation, we can find so many similar enlightenments and ideas:
Young Seok Seo (2005: 368) in his research about Korean international students’ counseling style raised “gaining knowledge and understanding of a certain culture is necessary and important to work effectively with the culturally different, because it enables people to better understand the subtleties in meanings of the client’s presenting concerns in a cultural context.” In the research, it emphasized the effect brought by cultural diversity, because Korea is not an English-speaking country and the difference in culture can cause the difficulty in communication. The research English Language Learning Difficulty of Korean Students in a Philippine Multidisciplinary University (Allan B. de Guzman, Emmanuel Jeric A. Albela, Deborah Rosalind D. Nieto, John Bernard F. Ferrer & Rior N. Santos, 2006) indicated the extent to which language learning difficulty is shaped by the triadic interplay of sociolinguistic competence, motivation and cultural factors. Moreover, Kyung-Ja Park(2011: 104) also presented “due to Korean culture, language and the unique features of English spoken by Koreans, communication breakdown is possible when foreigners are engaged in communicational interactions (IBT, for example) with Korean speakers of English in Korea. In order to have successful and smooth interactions in Korea, it would be helpful to be aware of KE and to understand Korea’s culture and value system. Not only it is important to respect other people and other cultures but also it is the spice of life enriching it and making it more colourful, fruitful and worthwhile.”  
Throughout these researches, although few specific studies are related to my theme of study, predecessors also provide precious research findings for the society or other scholars. On the basis of the above researches, we can find that some scholars give specific reasons, such as cultural diversity, misuse of unaccusative-verbs, and even Allan mentioned some reasons like: different pronunciation, inability to understand what he says, limited vocabulary, errors in formulating sentences, trouble expressing oneself, poor voice projection and so on, which cause the difficulties in daily communication of Korean college students. Due to China English and Korean English being the representatives of Asian English, and the two countries having similarities in university education, hence, this paper will study the triggers types lead to in communication difficulties in Korean college students’ English peer-peer interaction in the four aspects
3  Methodology
3. 1  Participants
40 students majoring or minoring in English from K university in South Korea were involved in this study. They are all learning English as a second language and have learnt it for many years. Participants’ language competence level can be obtained based on background questionnaires in which self-evaluated levels are included. Most of student claimed that their language proficiency is intermediate.
3. 2  Data collection
40 Korean students were divided into 20 groups, giving them 10 topics to talk in pairs for more than 5 minutes. The topics are closely related to college daily life namely Packing a weekend bag, Plan for winter/summer holiday, Personal possessions, Your favorite star, The story of my life, Comparison between online shopping and window shopping, Language learning, Ways of losing weight, Travel, Do you want to be famous and Getting-to-know-you. Here the key point is that the students should make real conversations like in real context, they should not just ask and answer the questions. The questions in each given topics are just for reference in case they don’t know what to talk about. Subjects’ conversations were recorded by cell phones and then dictated to text files as samples for further analysis. According to the figures, the word number of the transcription is about 75000. And the largest number is about 3186, the smallest number is about 125. Besides, the longest time of the audio file is about 30 minutes and the shortest time is about 2 minutes.
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