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Factors Affecting Korean Learners’ English Pronunciation and Comprehensibility

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주제분류영어와문학

초록

While the importance of pronunciation for successful oral communication has been gaining in recognition, the teaching of English pronunciation has been neglected. In order to offer suggestions for teaching English pronunciation in Korea, this study examines correlations between Korean learners’ individual factors and their English pronunciation and reveals which pronunciation features possess the strongest correlation with the learners’ comprehensibility. A one-to-one interview and a questionnaire were conducted with 34 Korean university students to investigate 16 individual factors. In addition, English speech samples (a self introduction and a reading of a passage) were recorded. Two native speakers (NSs) of English rated subjects’ pronunciation (consonants, vowels, word stress, intonation) and comprehensibility on a 9-point scale. The results of the statistical analyses of individual factors, pronunciation, and comprehensibility indicated that subjects’ experience living in an English-speaking country and ability to mimic were related to acquisition of English pronunciation. As to learners’ comprehensibility, it was revealed that intonation had the strongest correlation to comprehensibility. The findings suggest that providing a communicatively-oriented atmosphere, increasing learners’ self-confidence, and setting comprehensibility as a teaching priority can lead to more effective pronunciation instruction.

Abstract

While the importance of pronunciation for successful oral communication has been gaining in recognition, the teaching of English pronunciation has been neglected. In order to offer suggestions for teaching English pronunciation in Korea, this study examines correlations between Korean learners’ individual factors and their English pronunciation and reveals which pronunciation features possess the strongest correlation with the learners’ comprehensibility. A one-to-one interview and a questionnaire were conducted with 34 Korean university students to investigate 16 individual factors. In addition, English speech samples (a self introduction and a reading of a passage) were recorded. Two native speakers (NSs) of English rated subjects’ pronunciation (consonants, vowels, word stress, intonation) and comprehensibility on a 9-point scale. The results of the statistical analyses of individual factors, pronunciation, and comprehensibility indicated that subjects’ experience living in an English-speaking country and ability to mimic were related to acquisition of English pronunciation. As to learners’ comprehensibility, it was revealed that intonation had the strongest correlation to comprehensibility. The findings suggest that providing a communicatively-oriented atmosphere, increasing learners’ self-confidence, and setting comprehensibility as a teaching priority can lead to more effective pronunciation instruction.

참고문헌 (43)

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