영어발음교육에 대한 한국인 영어학습자의 인식
Korean English Learners’ Attitudes towards Pronunciation
1
조회
0
다운로드
14
인용
0
참고문헌
키워드
초록
This paper investigated the attitudes of Korean English learners about pronunciation in their English learning experience to reconsider the teaching of English pronunciation for Korean English learners from their own perspectives. Subjects were 21 beginning and 23 intermediate-level Korean English learners. A questionnaire elicited personal attitudes about pronunciation before and after the pronunciation course. Results indicate no statistical difference across students’ level of proficiency. Most of respondents in this study perceived pronunciation as an important part of effective communication with native speakers and desired pronunciation be instructed in speaking classes with native instructors. The majority of respondents evaluated that their production skills of sentence stress and intonation had been greatly improved during the pronunciation course, although these components are most difficult to be learned. The results of this questionnaire suggest that a short-term pronunciation course should focus on suprasegmentals, and that pronunciation is a matter of confidence for Korean English learners in their English learning process.
Abstract
This paper investigated the attitudes of Korean English learners about pronunciation in their English learning experience to reconsider the teaching of English pronunciation for Korean English learners from their own perspectives. Subjects were 21 beginning and 23 intermediate-level Korean English learners. A questionnaire elicited personal attitudes about pronunciation before and after the pronunciation course. Results indicate no statistical difference across students’ level of proficiency. Most of respondents in this study perceived pronunciation as an important part of effective communication with native speakers and desired pronunciation be instructed in speaking classes with native instructors. The majority of respondents evaluated that their production skills of sentence stress and intonation had been greatly improved during the pronunciation course, although these components are most difficult to be learned. The results of this questionnaire suggest that a short-term pronunciation course should focus on suprasegmentals, and that pronunciation is a matter of confidence for Korean English learners in their English learning process.
참고문헌 (29)
- 양 병 곤, "말하기 숙달도에 따른 대학생 집단별 억양곡선 고찰", 음성과학, 14(3), pp.77~89 (2007), 한국음성학회
- 이현구, "줌 렌즈 원리에 의한 영어발음 지도모형", 현대영어교육, 4(2), pp.148~167 (2003)
- Brown, A., "Introduction. in: Teaching English Pronunciation: A Book of Readings", pp.1~10 (1991), Routledge
- Catford, J. C., "Phonetics and the Teaching of Pronunciation. in: Current Perspectives on Pronunciation: Practices Anchored in Theory", pp.83~100 (1987), TESOL
- Celce-Murcia, M., "Teaching Pronunciation: A Reference for teachers of English to Speakers of Other Languages" (1996), Cambridge University Press
- Cheng, F., "The Teaching of Pronunciation to Chinese Students of English", English Teaching Forum, pp.37~39 (1998)
- Dalton, C., "Pronunciation" (1994), Oxford University Press
- English Pronunciation Research: the Neglected Orphan of Second Language Acquisition Studies?, "Deng, J.", 1~14, pp.PMC Working Paper Series WP05-09 (2009)
- Derwing, T. M., "What Do ESL Students Say about Their Accents?", Canadian Modern Language Review, 59(4), pp.547~566 (2003)
- Goodwin, J., "Teaching Pronunciation. in: Teaching English as a Second or Foreign Language(3rd ed.)", pp.117~137 (2001), Heinle & Heinle
- Jenkins, J., "The Phonology of English as an International Language: New Models, New Norms, New Goals" (2000), Oxford University Press
- Hewings, M., "Pronunciation Plus" (1989), Cambridge University Press
- McNerny, M., "Suprasegmentals in the Pronunciation Class: Setting Priorities. in: Teaching American English Pronunciation", pp.185~196 (1992), Oxford University Press
- Mehlhorn, G., "Learner Autonomy and Pronunciation Coaching", PTLC 2005, pp.1~4 (2005)
- Morley, J., "A Multidimensional Curriculum Design for Speech-Pronunciation Instruction. in: Pronunciation Pedagogy and Theory: New Directions" (1994), TESOL
- Murphy, J., "Oral Communication in TESOL: Integrating Speaking, Listening, and Pronunciation", TESOL Quarterly, 25(1), pp.51~70 (1991)
- Nesdale, D., "Evaluations and Stereotyping of Accented Speakers by Pre-adolescent Children", Journal of Language and Social Psychology, 15, pp.133~154 (1996)
- O’Malley, J. J., "Learning Strategies in Second Language Acquisition" (1989), Cambridge University Press
- Oxford, R. L., "Language Learning Strategies: What Every Teacher Should Know" (1990), Heinle & Heinle
- 박주경, "Korean Secondary Teachers' Perception of Teaching English Pronunciation for International Communication.", Studies in English Education, 14(2), pp.30~53 (2009), 글로벌영어교육학회
- Pennington, M. C., "Pronunciation Revisited", TESOL Quarterly, 20(2), pp.207~225 (1986)
- Pennington, M. C., "Phonology in English Language Teaching: An Introductional Approach" (1996), Addison Wesley Longman Ltd
- Scarcella, R., "Second Language Pronunciation: State of the Art in Instruction", System, 22(2), pp.221~230 (1994)
- Smith, J, "Improving Pronunciation through Noticing-Reformulation Tasks", Presented in Phonetics Teaching and Learning Conference (2005)
- Stockwell, R. P., "The Sounds of Spanish and English" (1965), The University of Chicago
- Varonis, E., "The Comprehensibility of Nonnative Speech", Studies in Second Language Acquisition, 4, pp.114~136 (1982)
- Vitanova, G, "Reflective Practice in Pronunciation Teaching", The Internet TESL Journal, 8(1), pp.1~8 (2002)
- Wong, R., "Pronunciation Myths and Facts", English Teaching Forum, pp.45~46 (1993)