日本語学習者の発音と自己モニターとの関係分析
An Analysis of the relationship between pronunciation and self-monitoring of Japanese language learners
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In this study, Korean Japanese learners self-monitored how they analyze their pronunciation problems by recording audio data. The results showed that intonation was the most problematic feature of learners' pronunciation. The problem was that the intonation was read in a straight line or in a rising manner in the middle of the sentence. In addition, beats and long sounds were not pronounced correctly, and the inaccurate pronunciation of "za" and the densification of "s" were also identified. In the self-monitoring results, the words "long vowel," "accent," and "strange pronunciation" were the most common, and it was also found that when they did not know other phonetic terms, they generalized everything within the range of their knowledge. Since there was no analysis of the beat in the self-monitoring, it was expected that many learners were not familiar with the concept of the beat. Also, since there were very few cases where the self-monitoring analysis matched the actual mispronunciation, it was expected that few learners were able to accurately judge their pronunciation and analyze the problem. Based on these results, it is necessary to teach the learners the basic terminology of voice first, so that they can familiarize themselves with the concepts and tell the difference. Also, considering that intonation was the most problematic, it is necessary to practice to pronounce naturally with accurate pronunciation. I believe that a combination of learning the concept of the terminology, practice, and self-monitoring will increase the chances of success in self-study of pronunciation.
Abstract
In this study, Korean Japanese learners self-monitored how they analyze their pronunciation problems by recording audio data. The results showed that intonation was the most problematic feature of learners' pronunciation. The problem was that the intonation was read in a straight line or in a rising manner in the middle of the sentence. In addition, beats and long sounds were not pronounced correctly, and the inaccurate pronunciation of "za" and the densification of "s" were also identified. In the self-monitoring results, the words "long vowel," "accent," and "strange pronunciation" were the most common, and it was also found that when they did not know other phonetic terms, they generalized everything within the range of their knowledge. Since there was no analysis of the beat in the self-monitoring, it was expected that many learners were not familiar with the concept of the beat. Also, since there were very few cases where the self-monitoring analysis matched the actual mispronunciation, it was expected that few learners were able to accurately judge their pronunciation and analyze the problem. Based on these results, it is necessary to teach the learners the basic terminology of voice first, so that they can familiarize themselves with the concepts and tell the difference. Also, considering that intonation was the most problematic, it is necessary to practice to pronounce naturally with accurate pronunciation. I believe that a combination of learning the concept of the terminology, practice, and self-monitoring will increase the chances of success in self-study of pronunciation.
참고문헌 (26)
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