Lexical errors in Korean-Australian heritage learners' compositions

This paper examines lexical errors produced by sixty-nine (Years 7-12) Korean-Australian learners of Korean as a Heritage Language (KHL) in their compositions. Utilising the error analysis method the present study identifies types of high frequency lexical errors, explains the possible causes and discusses pedagogical implications derived from the results. The study identifies six types of lexical errors such as simplification and code-switching and has provides interpretations and/or explanations for each type along with examples. It is suggested that the nature of their lexical errors is largely affected by both interlingual and intralingual factors, as well as socio-linguistic factors such as their exposure to the heritage contexts. It is argued that there is a need for heritage learners to participate in remedial teaching and active learning for vocabulary acquisition, and it concludes with discussions of some pedagogical suggestions