This study aims to analyse Chinese-speaking learners' errors in their writings. The errors will be classified in terms of their linguistic categories(i.e. particles and endings), and causes such as ommission, submission, and addition will be analysed by their aspects. In this study, aspects of errors are examined in terms of the following two assumptions: interference from the first language (i.e. Chinese) and influences by the target language (i.e. Korean). This is based on previous researches about error analysis hypothesis. As a result, it was found that for errors caused by interference from Chinese, ommission of particles and endings appears. It was also possible to identify those errors caused by Korean influences which took place due to over-generalization, simplification and improper application of Korean grammar. The results above will predict errors which appear in the process of Korean language learning, and thus will be used to promote the efficiency of Korean language education. Furthermore, they will provide useful information to prevent fossilization of errors when developing Korean language textbooks. (Keimyung University)